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Students’ evocative impact on teacher instruction and teacher–child relationships
- Source :
- International Journal of Behavioral Development. 39:445-457
- Publication Year :
- 2015
- Publisher :
- SAGE Publications, 2015.
-
Abstract
- Classroom research has typically focused on the role of teaching practices and the quality of instruction in children’s academic performance, motivation and adjustment—in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child’s characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children’s academic performance, their motivation and their socio-emotional characteristics in their teachers’ instruction methods and teacher–child relationships. Some of the mechanisms that may be responsible for these “evocative impacts” are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher–child interactions. Finally, some conclusions are drawn concerning possible future classroom research.
- Subjects :
- Social Psychology
media_common.quotation_subject
Teaching method
Perspective (graphical)
Social change
Academic achievement
Transactional analysis
Education
Developmental Neuroscience
Pedagogy
Agency (sociology)
ComputingMilieux_COMPUTERSANDEDUCATION
Developmental and Educational Psychology
Quality (business)
Emotional development
Life-span and Life-course Studies
Psychology
Social Sciences (miscellaneous)
media_common
Subjects
Details
- ISSN :
- 14640651 and 01650254
- Volume :
- 39
- Database :
- OpenAIRE
- Journal :
- International Journal of Behavioral Development
- Accession number :
- edsair.doi...........096bd1137d99e95da18f09c3c9b384e1