The Association of Emotion Regulation with Student Teacher Relationship Quality in the Context of Poverty PDF Download
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Author: Brian Jeans
Publisher:
ISBN:
Category :
Languages : en
Pages : 165
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Book Description
Early childhood adversity, particularly poverty, can be a source of chronic stress that contributes to emotion dysregulation at the start of formal schooling. Children's reactivity to novel challenges in the classroom is associated with externalizing behavior and subsequent difficulties developing academic and social emotional skills (Blair & Raver, 2015; Hackman, Farah & Meaney, 2010). Research grounded in the "science of feeling safe" (Porges, 2011) and attachment theory demonstrates that sensitive, empathic teachers can foster the development of emotion regulation in at-risk children, leading to more adaptive classroom behaviors (Pianta, Belsky, Vandergrift et al., 2008). This study was designed to help explain the associations between student-teacher relationship quality and externalizing behavior, self-regulation and executive function, and then examine if these associations are moderated by poverty. The results of a multilevel analysis highlight significant correlations both within and between classrooms for closeness/conflict and externalizing behavior and teacher-rated self-regulation. Classroom-level SES was observed to moderate the association of relationship closeness with externalizing behavior. In the discussion of these findings, the needs for more nuanced measures of student stress and teacher sensitivity are examined. Professional development opportunities are also presented for teachers to learn stress management techniques and to build social regulation skills.
Author: Brian Jeans
Publisher:
ISBN:
Category :
Languages : en
Pages : 165
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Book Description
Early childhood adversity, particularly poverty, can be a source of chronic stress that contributes to emotion dysregulation at the start of formal schooling. Children's reactivity to novel challenges in the classroom is associated with externalizing behavior and subsequent difficulties developing academic and social emotional skills (Blair & Raver, 2015; Hackman, Farah & Meaney, 2010). Research grounded in the "science of feeling safe" (Porges, 2011) and attachment theory demonstrates that sensitive, empathic teachers can foster the development of emotion regulation in at-risk children, leading to more adaptive classroom behaviors (Pianta, Belsky, Vandergrift et al., 2008). This study was designed to help explain the associations between student-teacher relationship quality and externalizing behavior, self-regulation and executive function, and then examine if these associations are moderated by poverty. The results of a multilevel analysis highlight significant correlations both within and between classrooms for closeness/conflict and externalizing behavior and teacher-rated self-regulation. Classroom-level SES was observed to moderate the association of relationship closeness with externalizing behavior. In the discussion of these findings, the needs for more nuanced measures of student stress and teacher sensitivity are examined. Professional development opportunities are also presented for teachers to learn stress management techniques and to build social regulation skills.
Author: Megan Runion
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The current study focused on teacher emotion regulation, professional quality of life, and responses to and relationships with a hypothetical student in a sample of Head Start teachers and teacher aides. The purpose of the study was to further knowledge along strands of research on teacher experience of secondary traumatic stress (STS)/compassion fatigue (CF) as well as teacher-specific utilization of emotion regulation strategies. The four primary research aims included an exploration of the degree and direction to which study variables were correlated; the degree to which expressive suppression and other related variables predicted emotionally punitive responses to a hypothetical student; whether compassion satisfaction (CS) moderated the relationship between suppression and CF; and the degree to which teachers cognitive reappraisal and CF predicted relationship quality with a hypothetical student. A non-experimental, cross-sectional study design was employed. As hypothesized, the use of suppression to regulate emotions predicted punitive responses to students, while CS and working experience served as protective factors against punitive responses. CS did not serve as a moderating factor between suppression and CF as hypothesized. Reappraisal and extreme levels of CF did not significantly predict hypothetical student-teacher relationships, although the relationship directionality changed as a function of CF when looking at the interaction term. Results are interpreted within the limited literature existing on teacher CF and teacher emotion regulation, with recommendations for further study on the linkages between these variables.
Author: Matteo Angelo Fabris
Publisher: Frontiers Media SA
ISBN: 2832506844
Category : Social Science
Languages : en
Pages : 212
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Book Description
Author: Melissa Newberry
Publisher: Emerald Group Publishing
ISBN: 1781906521
Category : Education
Languages : en
Pages : 304
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Book Description
The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice.
Author: Lindsey S. Mantz
Publisher:
ISBN: 9780355260335
Category :
Languages : en
Pages : 169
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Book Description
This study investigated the association of grade level, teacher-student relationship quality, student-student relationship quality, and the teaching of social- emotional skills with students' social-emotional competence. It also investigated grade level as a moderator of the associations between teacher-student relationship quality and social-emotional competence and between student-student relationship quality and social-emotional competence. Teacher-student relationship quality also was examined as a moderator of the association between the teaching of social- emotional skills and students' social-emotional competence. Data were gathered from 29,671 students in grades 3-12 from 115 public schools in Delaware. Results of multilevel statistical analyses indicated that beyond the effects of student-level and school-level demographic factors, elementary schools had lower mean social- emotional competence scores than high schools. However, there was no significant difference between the mean social-emotional competence scores of elementary and middle schools. Results demonstrated a positive association between students' perceptions of their social-emotional competence and their perceptions of teacher- student relationship quality, student-student relationship quality, and teaching of social-emotional skills. Although there was no significant difference in the strength of the association of teacher-student relationship quality and social-emotional competence perceptions in the comparison between elementary and middle schools, there was a stronger association in high schools compared to elementary schools. Results also indicated that the association between student-student relationship quality and social-emotional competence perceptions was stronger in elementary schools compared to middle or high schools. Additionally, the study found a stronger relationship between perceptions of social-emotional instruction and social-emotional competence within the context of positively perceived teacher-student relationships as opposed to less positively perceived relationships. Findings of this exploratory study suggest that teacher-student relationships, student-student relationships, and the teaching of social-emotional competencies may be potential avenues for school-based social-emotional development programming for students.
Author: Sandra L. Christenson
Publisher: Springer Science & Business Media
ISBN: 1461420172
Category : Psychology
Languages : en
Pages : 839
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Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: Jennifer A. Fredricks
Publisher: Academic Press
ISBN: 0128134143
Category : Psychology
Languages : en
Pages : 411
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Book Description
Handbook of Student Engagement Interventions: Working with Disengaged Students provides an understanding of the factors that contribute to student disengagement, methods for identifying students at risk, and intervention strategies to increase student engagement. With a focus on translating research into best practice, the book pulls together the current research on engagement in schools and empowers readers to craft and implement interventions. Users will find reviews on evidence-based academic, behavioral, social, mental health, and community-based interventions that will help increase all types of engagement. The book looks at ways of reducing suspensions through alternative disciplinary practices, the role resiliency can play in student engagement, strategies for community and school collaborations in addressing barriers to engagement, and what can be learned from students who struggled in school, but succeeded later in life. It is a hands-on resource for educators, school psychologists, researchers, and students looking to gain insight into the research on this topic and the strategies that can be deployed to promote student engagement. - Presents practical strategies for engagement intervention and assessment - Covers early warning signs of disengagement and how to use these signs to promote engagement - Reviews contextual factors (families, peers, teachers) related to engagement - Focuses on increasing engagement and school completion for all students - Emphasizes multidimensional approaches to disengagement
Author: Eric Jensen
Publisher: ASCD
ISBN: 1416608842
Category : Education
Languages : en
Pages : 194
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Book Description
In Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, veteran educator and brain expert Eric Jensen takes an unflinching look at how poverty hurts children, families, and communities across the United States and demonstrates how schools can improve the academic achievement and life readiness of economically disadvantaged students. Jensen argues that although chronic exposure to poverty can result in detrimental changes to the brain, the brain's very ability to adapt from experience means that poor children can also experience emotional, social, and academic success. A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character. Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals * What poverty is and how it affects students in school; * What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain); * Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and * How to engage the resources necessary to make change happen. Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.
Author: Jennifer E. Rogers
Publisher: Corwin Press
ISBN: 1544353014
Category : Education
Languages : en
Pages : 234
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Book Description
Develop and cultivate social-emotional learning to create a new school climate! As research on the positive outcomes of Social Emotional Learning (SEL) are emerging, schools and districts across the country are adopting the practices and processes to improve student outcomes and teacher capacity. The real-world experiences and evidence-based strategies outlined in this book will guide implementation of a practical and sustainable social emotional learning program. In addition to an integrated workbook readers will find: recommendations for steps with each strategy in an implementation rubric reflection questions to promote deeper thinking on SEL resources to explore at the end of each chapter
Author: David Zandvliet
Publisher: Springer
ISBN: 9462097011
Category : Education
Languages : en
Pages : 250
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Book Description
This book brings together recent research on interpersonal relationships in education from a variety of perspectives including research from Europe, North America and Australia. The work clearly demonstrates that positive teacher-student relationships can contribute to student learning in classrooms of various types. Productive learning environments are characterized by supportive and warm interactions throughout the class: teacher-student and student-student. Similarly, at the school level, teacher learning thrives when there are positive and mentoring interrelationships among professional colleagues. Work on this book began with a series of formative presentations at the second International Conference on Interpersonal Relationships in Education (ICIRE 2012) held in Vancouver, Canada, an event that included among others, keynote addresses by David Berliner, Andrew Martin and Mieke Brekelmans. Further collaboration and peer review by the editorial team resulted in the collection of original research that this book comprises. The volume (while eclectic) demonstrates how constructive learning environment relationships can be developed and sustained in a variety of settings. Chapter contributions come from a range of fields including educational and social psychology, teacher and school effectiveness research, communication and language studies, and a variety of related fields. Together, they cover the important influence of the relationships of teachers with individual students, relationships among peers, and the relationships between teachers and their professional colleagues.
