Title: The significance of the teacher-student relationship
Abstract: Using a theoretical framework of the Teacher Expectancy Theory, Self-Determination Theory, and Critical Race Theory, this research includes a quantitative methodology with respect to the perceptions of elementary students regarding teacher-student relationship factors that impact academic achievement. The purpose of this study was to determine if the student-teacher relationship impacts students’ academic achievement. Theorists researching the teacher expectancy model have suggested that a teacher’s expectation for student achievement has a significant effect on student academic and social outcomes. Sherman (2004) believed that teaching is a moral endeavor because it directly influences the quality of the present educational moment in which the persons we are becoming hang in the balance. Kuklinski & Weinstein (2001) acknowledged that although specifics and emphases differ, teacher expectancy models have the following stages in common: Teachers form expectations about children’s future performance. Expectations are communicated to children through differences in teacher behavior, particularly toward high versus low achievers. When compared to the ineffective teachers, the effective teachers studied demonstrated a higher degree of respect for and fairness towards students. Cline & Necochea (2006) found that open-minded and flexible teachers design curriculum creatively to incorporate the students’ backgrounds and ways of knowing the world. Effective teachers realize the imperative of making students feel that their communities are valued.
Publication Year: 2011
Publication Date: 2011-08-31
Language: en
Type: dissertation
Indexed In: ['crossref']
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Cited By Count: 5
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