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ERIC Number: ED563160
Record Type: Non-Journal
Publication Date: 2013
Pages: 134
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-8908-2
ISSN: N/A
Middle School Students' Lived Experiences of Teacher Relationship Impact
Kauffman, Theresa Rose
ProQuest LLC, Ed.D. Dissertation, Walden University
Researchers have found that positive relationships in schools can impact student achievement, and researchers in brain imaging have connected emotion centers in the brain to the learning process. However, current practice in schools reflects a lack of understanding of the impact of relationships in the classroom on learning from a student perspective. The conceptual framework for this study was drawn from a constructivist view of relationships in schools; research on the mind, brain, and education connection; and student perceptions of schools. The purpose of this phenomenological study was to understand middle school students' lived experiences of their relationships with teachers, and what educators might learn about creating an environment more conducive to learning. From a population of 60 7th and 8th grade participants at a small private school, a sample of 9 students was randomly selected for interviews. An interpretive analysis of the interviews followed Moustakas's modification of the Stevick-Colaizzi-Keen method by recognizing each perception and developing meaning units leading to clustered themes, which were used to develop a full description from the student perspective. The findings provide details describing the positive impact of a student's experience with teachers who notice them, listen to them, and enjoy learning with them. A student is more willing to take risks and put in the effort that learning requires when these elements are present. This study contributes to social change by providing teachers, administrators, and parents with knowledge to promote the dignity and development of individual students through the expansion of respectful, positive relationships that engage students in the learning process and create conditions for higher achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 7; Elementary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A