Building student-teacher relationships in an alternative education setting: a qualitative interview study

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-08-18 DOI:10.1080/1045988X.2022.2109564

Alana M. Kennedy, Todd Haydon, V. L. Plano Clark

引用次数: 1

Abstract

Abstract The aim of the present qualitative interview study was to explore how teachers working at an alternative education setting serving students with emotional and behavioral disorders (EBD) build relationships with their students. In-depth interviews with five instructors resulted in the development of seven interrelated themes concerning the key attitudes, process, context, and outcomes associated with developing quality relationships with students with EBD. The authors present and thoroughly describe each of these themes. They then discuss how the study adds to the limited knowledge about the student teacher relationship for students with EBD and how practitioners working with this population of students can use this knowledge. Finally, they address what next steps are needed to improve this influential aspect of the learning environment for these students.

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在另类教育环境中建立师生关系:一项质性访谈研究

摘要本质性访谈研究旨在探讨在另类教育环境中为情绪与行为障碍(EBD)学生服务的教师如何与学生建立关系。对五位教师进行深入访谈，得出七个相互关联的主题，涉及与EBD学生发展高质量关系相关的关键态度、过程、背景和结果。作者提出并详尽地描述了这些主题。然后，他们讨论了这项研究如何增加了关于EBD学生的师生关系的有限知识，以及从业人员如何与这群学生一起工作可以使用这些知识。最后，他们讨论了下一步需要采取哪些措施来改善这些学生的学习环境的这一有影响力的方面。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.