Methods Teachers and School Districts Can Incorporate to Help Generate Positive Teacher-Student Relationships. by Ron

Introduction

rsilvis21 — 2014-05-23 23:55:48 UTC

Sixty years after Brown V. Board there is still a gap in achievement between black and white students. Classroom achievement is directly related to future wealth, health, and overall well being (Long, 2014). There are many layers to this issue, however this review of the literature looks to determine if building positive teacher-student relationshps can have a positive impact on classroom achievement and looks at methods teachers and school districts can incorporate to help build positive teacher-student relationships.

Research Questions

rsilvis21 — 2014-05-24 00:12:45 UTC

1. Is there a correlation between positive teacher-student relationships and increased classroom achievement?

2. How do teachers and students precieve teacher-student relationships between white and black students in K-12 pubic schools?

3. How do we build positive teacher-student relationships?

4. What boundaries exist in K-12 public schools that prevent generating teacher-student relationships?

5. What methods can teachers and districts incorporate to help build positive teacher-student relationships?

Conceptual Framework

rsilvis21 — 2014-05-24 01:15:43 UTC

Ronald J. Silvis, Drexel University, EDUC 815-910, Dr. Betts

Historical Background

rsilvis21 — 2014-05-24 01:46:13 UTC

Though it was illegal to segregate schools based on race, many schools didn’t integrate until years after Brown v. Board. According to Long, one study found that integration led to a 25% fall in black dropout rates, and a more comprehensive study conducted in 2011 consisting of kids that attended desegregated schools in the civil rights era showed that desegregation led to higher earnings, better health, and better prospects in life (Long, 2014). Despite the fact that schools have been desegregated for sixty years students of color still lag behind their white counterparts.

Theoretical Underpinnings

rsilvis21 — 2014-05-24 01:52:34 UTC

1. Black students preceived unequal treatment from their teachers as compared to white students (Marcus, Gross, & Seifelt, 1991).

2. Teachers were observed asking lower level questions to black students when compared with their white students (Cornbleth & Korth, 1980).

3. Students who had perceptions of teacher discrimination lacked motivation and had lower classroom achievement (Seaton, 2010).

4. 62% of students want a relationship with an adult at school, 47% better engagement found in middle school students when a positive teacher-student relationship was present, and students reported being more likely to succeed when feeling connected to the school (Oresshlina & Greenberg, 2010).

5. Relationship building requires emotional labor, care, support, time and being able to relate (Newberry, 2010).

6. Cultural, emotional, personal, temporal, and institutional boundaries (Aultman, Williams-Johnson & Schultz, 2009).

7. Dialogue Jounaling and Hospitality method

Significance/Purpose

rsilvis21 — 2014-05-24 02:14:04 UTC

The findings of this literature review are significant to the world of education and society as a whole. If it is determined that positive teacher-student relationshps can increase classroom achievement, and methods can be identified that help teachers and districts generate these relationships then when applied, they could become part of the puzzle to help reduce the achievement gap between white and black students.

Previous Research/Limitations

rsilvis21 — 2014-05-24 02:22:52 UTC

Most of the research in the area of teacher-student relationships increasing classroom achievement, and on methods to help generate better teacher-student relationships is qualitative, and narrow. Though researchers attempted to take cross sections of populations that represented the country as a whole, the studies on the subject are very regionalized. When discussing student and teacher perceptions studies can be very subjective and methods that work for one student may not work for another. A final limitation, when looking at achievement is that researchers cannot say for certain that the relationship with the teacher was the only factor that led to increased achievement.

Key Terms

rsilvis21 — 2014-05-24 02:34:36 UTC

1. Classroom Achievement is defined as achievement within the students classroom in the form of attention, assessments, work, engagement, behavior.

2. Boundaries are anything that could interfere with the ability for teachers and students to generate positive relationships

Where To Go From Here

rsilvis21 — 2014-05-24 02:40:52 UTC

1. Effective practices to help create teacher-student relationships

2. How to incorporate effective practices into teacher development at the district level?

3. Methods and practices teachers can use to manipulate the boundaries that exist with building positive teacher-student relationships

Synthesis/Gaps

rsilvis21 — 2014-05-24 02:50:47 UTC

The review of the literature turned out significant research about perceptions of teacher-student relationships, the impact teacher-student relationships have on classroom achievement, and boundaries that exist in creating these relationhips. Gaps exists in the areas of effective methods, how boundaries can be manipulated, and on concrete methods that teachers and districts can use and how to incorporate them into their everyday curriculum.

Purpose

rsilvis21 — 2014-05-26 14:10:18 UTC

1. Illuminate the gap in the literature on ways to develop teacher-student relationships.

2. Inform professional development methods to help generate teacher-student relationhsips

3. Draw attention to how teacher-student relationhips can increase classroom achievement with an eye toward using them to help reduce the achievemnt gap between black and white students.

Recording

2014-05-26 15:39:28 UTC

http://vocaroo.com/i/s1X8xEb5ppUx