The Teacher-Student Relationship in Secondary School: Insights from excluded students

Pomeroy, Eva

doi:10.1080/01425699995218

Cited by 80 publications

(72 citation statements)

References 10 publications

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“…• Young people need to be involved in decision making and want rules that are firm, fair and equally applied, while not being overly regulated, monitored and controlled (see Pomeroy, 1999). Overall this study has reinforced the value of listening to student voices.…”

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Good Teachers / Bad Teachers: How Rural Adolescent Students’ Views of Teachers Impact on Their School Experiences

Strikwerda-Brown

Oliver

Hodgson

et al. 2008

AJTE

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Section: Resultsmentioning

confidence: 99%

“…Therefore, it behoves educators and administrators to attend to building relationships with students through dialogue, respect for developing adult status and prudent use of power as a key component in good teaching (see for example, Pomeroy, 1999). …”

Section: Resultsmentioning

confidence: 99%

Good Teachers / Bad Teachers: How Rural Adolescent Students’ Views of Teachers Impact on Their School Experiences

Strikwerda-Brown

Oliver

Hodgson

et al. 2008

AJTE

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“…Some students excluded from school for a fixed period see an early link between school and home as a central feature of preventative disciplinary action (Pomeroy, 1999).…”

Section: The Impact On Teachers Of Bereaved Studentsmentioning

confidence: 99%

Managing Bereavement in the Classroom: A Conspiracy of Silence?

Lowton

Higginson

2003

Death Studies

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This article reports the impact of students' bereavement and their subsequent management in primary and secondary school classrooms in Southeast London. Thirteen school staff working in inner-city schools took part in in-depth interviews that focused on the impact of bereaved children on the school and how teachers responded to these children.All respondents had previously had contact with a local child bereavement service that aims to provide support, advice, and consultancy to children, their parents, and teachers.Interviews were audiotaped, transcribed verbatim, and analyzed using ATLAS-ti. Three main themes were identified from analysis of interview data. Firstly, British society, culture, local communities, and the family were significant influences in these teachers' involvement with bereaved students. Secondly, school staff managed bereaved students through contact with other adults and using practical classroom measures such as ''time out'' cards and contact books. Lastly, teachers felt they had to be strong, even when they were distressed. Surprise was expressed at the mature reaction of secondary school students to deaths of others. The article recommends that future research needs to concentrate on finding the most effective way of supporting routinely bereaved children, their families, and teachers.

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“…Goodenow (1993), for example, found that students experience cognitive changes that lead to an increased need for caring student-teacher relationships. Pomeroy (1999) revealed that in educational settings, adolescents have a need to be cared for in a way that is different from the parent-child caring relationship. In particular, students in this study recognized dialogue as a central factor leading to perceived teacher caring.…”

Section: Introductionmentioning

confidence: 99%

“…Caring has also been found to decrease disruptive behavior (Hasenauer & Herrmann, 1996;Lindmark, Marshall, Riley, & Strey, 1996) and increase learning outcomes (Baker, et al, 1997;Lewis, et al, in press;Shann, 1999;Valenzuela, 1999). Furthermore, in studies that have examined the student perspective, factors related to the teacher-student relationship rank of higher importance to students than teacher proficiency (Baker, et al 1997;Pomeroy, 1999;Wallace, 1996).…”

Section: Introductionmentioning

confidence: 99%

IRRODL Volume 14, Number 5

Authors

2013

IRRODL

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This is my first editorial of IRRODL as one of the two co-editors with Dianne Conrad.As she did previously, I would like to take this opportunity to thank Terry Anderson for all the work he has done in building IRRODL into a world class scholarly journal, a leader in our field. And neither of us could manage this feat without the professional assistance of Brigette McConkey, IRRODL's managing editor.The articles in this issue of IRRODL have been grouped into two sections. The first provides us with research findings of interest to educational administrators and consists of articles on capacity building and leadership as well as more technical research on computer security and modeling. The second section is concerned with teaching and learning and consists of articles on training and teaching methods followed by research studies related to interactivity and social media. lectures, service quality, and innovativeness were all significant factors affecting behavioural intention to use mobile learning. Capacity building/leadership Administration Computer security and modelingOnline learning administrators need to be more aware of issues surrounding computer security and computer modeling. In their paper, Chen and He use blog mining as well as a traditional literature search to determine the awareness of security risks in online environments, noting that security is not considered to be a top priority. On the other hand, Amigud conducted a survey of five distance education programs on their learner authentication strategies, confirming that at least in this one problem area, secure identification is possible at a distance. The Yildiz et al. paper describes a fuzzy model program designed to accurately predict students' performance, concluding that the most accurate results came from the model that was based on experts' opinions. Teaching and Interactivity TeachingUsing a qualitative meta-ethnographic approach, Mbati explored student experiences using social media, finding that online discussion forums are ideal for the stimulation of learning in elearning programs. Shattuck and Anderson explored whether a training course had any impact on teaching practice. They recommend design principles for instructor training. Mavroudi and Hadzilacos adopted a learning needs approach to study the design of courses for elearning. They combined learner, context, and needs analyses into a coherent framework for replication. InteractivityInter-personal interaction has been identified by many researchers as an important learning variable that can be supported online using social media. Castaño-Muñoz et al. The paper explores the interaction effects of level and agreement, finding that in classes with high levels of teaching presence, the higher the agreement about teaching presence, the higher the agreement about cognitive and social presence especially for classes reporting stronger levels of cognitive and social presence. In classes with lower levels of teaching presence, agreement has a different effect.

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The Teacher-Student Relationship in Secondary School: Insights from excluded students

Cited by 80 publications

References 10 publications

Good Teachers / Bad Teachers: How Rural Adolescent Students’ Views of Teachers Impact on Their School Experiences

Good Teachers / Bad Teachers: How Rural Adolescent Students’ Views of Teachers Impact on Their School Experiences

Managing Bereavement in the Classroom: A Conspiracy of Silence?

IRRODL Volume 14, Number 5

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