The unique and interactive contributions of past externalizing behavior, negative parenting, and teacher–child relationship quality to externalizing behavior trajectories after the transition to school were examined. In a sample of 283 children, random regression analyses indicated that conflict in the teacher–child relationship during the school transition contributed to faster rates of increa...

A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. This relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Educat...

Effective classroom management is not simply about intervention strategies. A positive teacher-student relationship is essential for both responding to and preventing behaviour issues. This article summarizes current thinking on classroom management, provides information and research supporting the importance of the teacher-student relationship and presents a sample of effective strategies for ...

Considering the unique nature of online environments, which limit some aspects of nonverbal communication, fostering robust and lasting teacherestudent relationships in online classes may be challenging. Moreover, the structural features of online settings may create a learning environment where students have minimal knowledge about the instructor. The role of teacher self-disclosure (SD) in e-...

since ‘the development of whole person’ was brought to the focus of attention by humanist psychologists as a central concern in educational theory, affective variables have been assumed to have a significant share in the learning process that goes on in a pedagogical setting. meanwhile, the process of second language development, because of the very nature of language as a vehicle for communica...

The short-term in-service EFL teacher education programs are assumed to be of crucial importance in upgrading teachers' methodologies and gearing their teaching more closely to the students' needs. Therefore, a dynamic in-service program for EFL teachers is needed to keep abreast of the time.The present study aims to investigate the role of experience in EFL teachers' satisfaction of the in-ser...

This case study explores the process of change in the instructional beliefs and practices of a science teacher participating in a university-elementary school collaborative science learning project in Taiwan. Multiple research methods were employed. Results show five stages of teacher change: (1) awareness of shortcomings of old strategy; (2) conviction of need for change and search for help; (...