;;You Have to Have a Relationship First;;: Student-teacher Relationships as a Focus of School Reform.

Student-teacher relationships;Standards-based reform;Teacher education;Research use;Ethics of care;Education;Humanities;Social Sciences;Educational Studies

Golubcow-Teglasi, JeremyRyan, Allison Murphy ;

University of Michigan

关键词: Student-teacher relationships;    Standards-based reform;    Teacher education;    Research use;    Ethics of care;    Education;    Humanities;    Social Sciences;    Educational Studies;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/135849/jeremygt_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

While conducting fieldwork in two ;;alternative” high schools, I was struck by how consistently the educators I interviewed invoked ;;relationships” with young people as the key to engaging them in school.Their emphasis on the primacy of student-teacher relationships echoes across a varied body of academic research literature.This dissertation synthesizes an instructive sample of that literature into a symposium, or philosophical conversation, exploring the many meanings, ramifications, and empirical bases of the idea of prioritizing student-teacher relationships as a focus of school reform.The conversation unfolds in three parts.Chapter 1 specifies five different assertions about why and how student-teacher relationships matter, drawing on a range of perspectives including (among others) Attachment Theory, social-constructivist theories of learning, Culturally Relevant Pedagogy, Self-Determination Theory, Carl Rogers’s theory of ;;learner-centered” education, and Nel Noddings’s ethic of caring.Although different ways of framing the value of student-teacher relationships are not necessarily mutually exclusive, disentangling them helps us critically examine the distinctive premises, problems, and possibilities that each one brings to the fore.Chapter 2 considers three families of strategies for fostering better student-teacher relationships through changes to the institutional environment.In particular, I discuss strategies for building protected time for relationship-building into the school schedule, for designing accountability structures that rely less on standardization, and for creating university-based teacher education programs that embody an ethos of care.Chapter 3 offers close readings of leading examples of empirical studies related to student-teacher relationships, representing diverse methodological approaches including experimental design, statistical modeling, meta-analysis, case study, and narrative.Drawing especially on the work of Bent Flyvbjerg, I suggest that the ;;usefulness” of research lies not only in the validity of the findings it reports or the theory it generates, but in the opportunity it affords readers to develop their own impressions, explanations, and plans as they engage with the text.This dissertation is itself an attempt at scholarship that aims to stimulate active questioning and personal reflection.Thus, it ends not with any ;;conclusions,” but with a series of provocations intended to extend the conversation.