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ERIC Number: EJ852415
Record Type: Journal
Publication Date: 2003
Pages: 4
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0740-7874
Identifying Positive Teacher-Student Interactions in a Safe and Engaged Middle School
Zeman, Laura Dreuth
ERS Spectrum, v21 n4 p24-27 Fall 2003
Research suggests positive interaction between students and teachers is a hallmark of a safe and effective school. Yet to date there is no literature presenting findings or case examples of what constitutes positive engagement or how to measure its frequency. This paper shares observations of a "model" rural middle school in an attempt to present a picture of engagement that may be associated with a safe school environment. Such insight is a necessary first step toward moving beyond the speculation of an association between safety and engagement to actually measuring the extent of their coexistence. Based on the researchers' observations, categories of interactions between students and adults emerged. Among adult-initiated interactions were the subcategories of disciplinary counseling, behavioral redirection, preventive intervention, academic tutoring, information exchange, informal salutation, and playful/spontaneous exchange. At least two clear categories emerged that defined student-initiated interactions with adults: the playful and/or spontaneous exchange and the student-initiated information exchange.
Educational Research Service. 1001 North Fairfax Street Suite 500, Alexandria, VA 22314. Tel: 800-791-9308; Fax: 800-791-9309; e-mail: ers@ers.org; Web site: http://www.ers.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois