Author

Silvia Ibarra

Date of Award

7-3-2014

Document Type

Graduate Field Experience

Superseded Degree Name

Master Of Arts In Urban Bilingual Education

Colleges & School

College Of Education And Leadership

First Advisor

Marian Graeven Peter, PhD

Library of Congress Subject Heading

Teacher-student relationships; Teacher effectiveness; Interaction analysis in education; Middle school education

Abstract

The following case study explores the role student-teacher rapport plays in a student's classroom participation. Multiple research studies support the idea that positive student-teacher interactions foster learning and student achievement. Students in a Midwestern middle school were given a survey to measure the quality of their relationship with their reading teacher. Additionally, three teachers were observed in order to quantify the amount of whole-group and small-group participation completed during a lesson. The results support the conclusion that classrooms with higher levels of positive classroom relationships create an environment that increases student participation. Given these data, recommendations are made as how an educator can develop positive classroom relationships with his or her students.

Rights

Open Access

OCLC Number

883397704

Is this full-text open access?

1

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