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Student-Teacher-Relationships (Davis, 2003), Ecological Perspective:…

- - - - Bowlby hypothesized that Early attachment generates from: Internal working model of the self, others, and self- others relationship (Bretherton et al., 1990)
        
        Insecure attachment :-ambivalent toward exploration and intimacy experiences and wary of new siuations. -children/ who experienced insecurity with teachers exhibited lowest level of play with peers (Howes et al.,1998)
        
        secure attachment: -better relationships
        with their peers, - more adept at negotiating their physical land social environments and of finding support, -exhibit more frequent and complex exploration of new situation
    - - If children do differentiate teachers as a group of adults, distinct from primary caregivers, then children who experienced insecurity in prior relationships may have a new opportunity
    - - “Good” relationships with teachers are viewed as supporting children’s motivation to explore as well as their regulation of social, emotional, and cognitive skills.
- - - - "students' perceptions of their teachers'' academic support and expectations where the most consistent and strongest predictors of both engagement in school and compliance"
      - "students' perception of support from their mathematics teachers influenced their beliefs about the value of math and their interest toward math"
  - - - "compared with students who approach tasks with a mastery motivation, students who seek adult approval tend to report being less intrinsically motivated for tasks and engage in more self-handicapping strategies."
- - - - Motivation Perspective
        
        How to re-engage students when they are not motivated even though they are within a supportive environment
        
        Importance of students perception of why teacher use different strategies
        
        How different recognition and grouping strategies promote or discourage students’ pursuit of social goals and peer relationships
        
        How teachers come to know what will be perceived by their students as intrinsically interesting or relevant.
        
        What is an academic and what a social task? Do they have to be separated?
        
        Examine the impact of team teaching on students’ relationships with teachers
      - De- and Reconstructing a theory of student-teacher relationships
        
        Mid-level theories serve as a bridge between grand theories (e.g. epistemology and ontology) and micro-level theories
        
        Future studies may need to take into account both the complementarities of micro-theories as well as the completeness (Schutz, Chambliss,&DeCuir, in press) of each perspective in capturing the phenomenon of student teacher relationships
      - Attachment Perspective
        
        How important is the continued experience from parent-child relationships to teacher-child relationships and among these teacher-child relationships throughout the schooling experience?
        
        How important are early or initial relationships with teacher to later relationship quality? (Perception & interpretation of interactions may become harder to change over time)
        
        How well does the attachment perspective describe relationships between older students and their teachers?
        
        If children develop an attachment history with their teachers, what types of expectations about teachers and nature of teacher-interactions do they develop?
        
        Do relationships with teachers compensate for risk factors (problematic parent relationships, peer relationships, feelings of alienation from school, or developmental risks)
- - - - Propinquity refers to the role of physical closeness of spending time together in promoting relational development
      - Joint activity refers to the activities teachers and students engage in, in which they are sharing common motives and working toward common goals
      - Affinity refers to an “inclination toward relationship,” to the voluntary pairing or the autonomy to choose relational partners.
      - Intersubjectivity refers to “create a shared intellectual
        space” with students.
        
        Oldfather and Dahl (1994) argued that social interactions with teachers, including attempts and failures to reach intersubjectivity, influence students’ continuing impulse to learn on three levels: through the development of classroom culture, through the quality of future interpersonal interactions, and through their encouragement of intrapersonal exploration.