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ERIC Number: EJ907591
Record Type: Journal
Publication Date: 2009-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 12
ISBN: N/A
ISSN: ISSN-0034-5237
Classroom Interactions: Teachers' and Students' Perceptions
Poulou, Maria S.
Research in Education, v82 n1 p103-106 Nov 2009
It is acknowledged that perceptions of self and others play a fundamental role in the effectiveness of social interactions (Rose-Krasnor, 1997). This is particularly true in elementary schools where teachers interact six hours a day with students. What accounts for poor teacher-student relationships and the breakdown of teaching and learning is a lack of intersubjectivity and shared meaning between teachers and students. This study aimed to investigate: (1) teachers and students' perceptions of social and emotional skills implementation in their classroom; and (2) discrepancies (if any) between teachers' and students' perceptions. This research aims to contribute to the exploration of the affective and social elements of classroom context. Much research on the interpersonal aspects of the learning environment has been conducted mainly at the secondary level. This study is one of the relatively small number of studies undertaken at the primary school level, comprising both students and teachers' perceptions. Such information could enhance teachers' awareness of their own and students' experiences and interactions, help them find effective ways of improving children's social and emotional learning, and enrich their curricula.
Manchester University Press. Oxford Road, Manchester M13 9NR, UK. Tel: +44-161-275-2310; Fax: +44-161-274-3346; e-mail: subscriptions@manchester.ac.uk; Web site: http://www.manchesteruniversitypress.co.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Greece