Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/31817
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dc.contributor.authorCrow, Sherry R.
dc.contributor.authorKnoell, Christopher M.
dc.date.accessioned2016-09-16T10:11:09Z
dc.date.available2016-09-16T10:11:09Z
dc.date.issued2013
dc.identifier.issn2345-024X
dc.identifier.urihttps://eltalpykla.vdu.lt/1/31817
dc.identifier.urihttp:// dx.doi.org/10.7220/1941-7233.13.2
dc.identifier.urihttps://hdl.handle.net/20.500.12259/31817-
dc.description.abstractBackground. 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.en_US
dc.language.isoenen_US
dc.relation.ispartofInternational journal of psychology: a biopsychosocial approach, 2013, [Vol.] 13, p. 31-48en_US
dc.rightsSutarties data 2012-11-06, nr. A1210, laisvai prieinamas internetelt_LT
dc.subjectStudent-teacher relationshipsen_US
dc.subjectTeacher influenceen_US
dc.subjectPoverty and affluent schoolsen_US
dc.subjectMentoringen_US
dc.subjectMokinių ir mokytojų santykiailt_LT
dc.subjectMokytojų įtakalt_LT
dc.subjectSkurdžiai ir turtingai gyvenančių vaikų mokykloslt_LT
dc.subjectMentorystėlt_LT
dc.titleExploring teacher influence on the lives of students fro m diverse elementary schools in a rural Midwestern communityen_US
dc.title.alternativeMokytojų įtaka įvairių pradinių mokyklų mokinių gyvenimui Vidurio Vakarų (JAV) kaimo bendruomenėjelt_LT
dc.typeStraipsnis / Article
dc.subject.udc159.9 Psichologija / Psychology
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:International Journal of Psychology: A Biopsychosocial Approach / Tarptautinis psichologijos žurnalas: biopsichosocialinis požiūris 2013, [vol.] 13
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