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ERIC Number: EJ813203
Record Type: Journal
Publication Date: 2008-Nov
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0306-9885
Teacher-Student Relationships Which Promote Resilience at School: A Micro-Level Analysis of Students' Views
Johnson, Bruce
British Journal of Guidance & Counselling, v36 n4 p385-398 Nov 2008
This paper draws on qualitative data from an Australian longitudinal study begun in 1997 and completed in 2005. It identifies the ordinary, everyday, relational, "little things" that teachers do to nurture and promote their students' resilience at school. It briefly uses Giddens' structuration theory to justify the study of micro-level relationships between teachers and students. It uses the voices of students to show how everyday life at school is the source of significant resilience promoting influences. In doing so, this paper demonstrates why local activities and relationships "matter"--because they have the potential to reinforce traditional school structures and processes, "or" to transform them to better support student resilience. (Contains 1 table, 4 notes, and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia