Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/31817
Type of publication: Straipsnis / Article
Author(s): Crow, Sherry R.;Knoell, Christopher M.
Title: Exploring teacher influence on the lives of students fro m diverse elementary schools in a rural Midwestern community
Other Title: Mokytojų įtaka įvairių pradinių mokyklų mokinių gyvenimui Vidurio Vakarų (JAV) kaimo bendruomenėje
Is part of: International journal of psychology: a biopsychosocial approach, 2013, [Vol.] 13, p. 31-48
Date: 2013
Keywords: Student-teacher relationships;Teacher influence;Poverty and affluent schools;Mentoring;Mokinių ir mokytojų santykiai;Mokytojų įtaka;Skurdžiai ir turtingai gyvenančių vaikų mokyklos;Mentorystė
Abstract: Background. Student achievement and adequate yearly progress (AYP) have practitioners and researchers alike searching for strategies that will sustainable student academic growth. One area of study that may inform practitioners is furthering an understanding of student-teacher relationships for students of differing abilities and in different types of schools and situations. Purpose. The purpose of this study was to compare and contrast the level of teacher influence perceived by fifth grade students from poverty and affluent schools in a rural Midwestern community. Method. Research was conducted using a mixed-methods approach, with data collected from 24 semi-structured student interviews. Results. Results indicated similarities between the perceptions of teacher influence for students in poverty and affluent schools on school-related issues, as well as differences in perceptions of overall teacher influence on their lives, especially on non-school related issues. Conclusions. An implication of the study is that students in poverty tend to have weaker foundational relationships with parents and lack trust of adults in general, and therefore may not have the emotional and psychological building blocks to naturally form strong relationships with teachers. Recommendations include concentrated efforts in mentoring students of poverty, as well as promoting experiences with influential adults in order to build stronger positive relationships both in and out of school.
Internet: https://eltalpykla.vdu.lt/1/31817
http:// dx.doi.org/10.7220/1941-7233.13.2
https://hdl.handle.net/20.500.12259/31817
Appears in Collections:International Journal of Psychology: A Biopsychosocial Approach / Tarptautinis psichologijos žurnalas: biopsichosocialinis požiūris 2013, [vol.] 13

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