Innovation in Language Learning
Student-Teacher Relationship Manifestations in Writing Pedagogy
Megan Garrett Quebedeaux, University of Louisiana Lafayette (United States)
Holly Damico, University of Louisiana Lafayette (United States)
Ryan Nelson, University of Louisiana Lafayette (United States)
Abstract
This study investigated the relationship between students and teachers in the context of writing pedagogical practices and writing curriculum. This study sought to extend the understanding of classroom relationships, specifically centered around writing instruction. Three dyads of teachers and students were observed as they interacted and moved through the mandated curriculum and normal routines of the classroom. Through a basic, interpretive qualitative methodology using principles of ethnography, this investigation sought to identify, describe, and interpret the themes of relationships between teacher and student in the writing classroom. The relational themes were interpreted and described in detail as well as triangulate via secondary data sources. Results of this investigation demonstrated how the relationship between student and teacher influenced and interacted with pedagogical practices and curriculum.
|
Keywords |
Student-Teacher Relationship, Writing Pedagogy, Relationships |
|
References |
[1] Atwell, N. (1987). In the Middle. Writing, reading, and learning with adolescents. New Hampshire: Heinemann. [2] Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229. [3] Bandura, A. (1971). Social learning theory. General Learning Press. [4] Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall. [5] Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141–170. [6] Bird, A. & Reese, E. (2006). Emotional reminiscing and the development of an autobiographical self. Developmental Psychology, 42(4), 613-626. [7] Calkins, L. (1996). The art of teaching writing; Revised. New Hampshire: Heinemann. [8] Davis, H. A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational psychologist, 38(4), 207-234. [9] Dyson, A. H. (2020) “This isn’t my real writing”: The fate of children’s agency in too-tight curricula, Theory Into Practice, 59:2, 119-127. [10] Goldstein, L. S. (1999). The relational zone: The role of caring relationships in the co-construction of mind. American Educational Research Journal, 36, 647–673. [11] Hughes, J. N., Cavell, T. A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289–301. [12] Schore, A. N. (1994). Affect regulation and the origin of self: Hillsdale, NJ: Erlbaum. [13] Wang, M. T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22(1), 31–39. |
