Studies examining student-teacher relationships have indicated that certain relationship qualities, as well as teacher qualities, play a role in the development of student outcomes. Research suggests that this is particularly so for students who enter the classroom with preexisting risk factors (Hamre & Pianta, 2005). This study examined the way in which warm and caring teachers, as perceived by students themselves, moderate the link between the risk factor of early development of behavior problems at school and future problems, as defined by behavior problems and student-teacher conflict. Behavior problems were measured with an overall externalizing behavior composite. Participants in the analysis included 649 children from the longitudinal National Institute of Child Health and Development (NICHD) Study of Early Child Care. Variables in this study were measured from the 4 th through the 6 th grades. Though preliminary analyses indicated that having a warm and caring teacher in the 5 th grade was correlated with reduced behavior problems and better relationships with teachers in the 6 th grade, results of the moderation analyses suggested that there was no difference in extent of benefit for students with varying degrees of behavior problems. The results of this study may assist in determining how school psychologists can apply developmental theory through consultation with teachers to maximize student success and minimize problems in the classroom environment.

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Social applications such as Facebook, YouTube, and Twitter have driven the public growth of Web 2.0. Universities and colleges are using social media to reach student prospects, keep contact with current students and alumni, and provide a mechanism for group collaboration and interaction in the classroom. Higher education institutions are influenced by current social media trends, and figuring out how to effectively interact with various constituencies within the social media environment can be challenging. In this study, a group of higher education students were surveyed about their social media practices and preferences with a focus on education-related activities. The goal of the research was to determine what aspects of social media use were most effective in reaching the student constituency based on social media usage patterns. The results led to significant observations that aid in the development of social media tactics to reach university and college students.

This thesis will use data derived from in-depth interviews, historical research, and environmental justice literature to examine the academic achievement of students living in the Community of Lennox. Specifically, this thesis will explore the intersectionality between social environments and academic resources to analyze how it supports or deters students from obtaining a higher degree education.

This study reports a reflection upon the experience of a multiyear elementary school learning community designed for improved teaching and learning. The exploration uses interview data to describe the perceptions and reflections of the principal and teachers directly engaged in this project of educational reform. The goal of this process is to gain a deeper understanding of the experience and to determine to what factors the participants attribute the outcomes of this project. Through an auto-ethnographic reflective critical practice inquiry and extended interviews, this study describes the context and environment of this learning community and how the participants reflect on their experiences in that community. It also provided an opportunity for participants to review and explain their perceptions and attributions regarding both the measured and the unintended outcomes associated with this learning community project. Results from teacher and administrator reflections indicate that the strength of a multiyear learning community is the positive relationships that they foster and the institutional consistency for both parents and students. Evidence from the interviews indicates that teachers' expectations for outcomes of multiyear learning communities may differ from those of administrators, and be less concerned with improved achievement measures than other, relationship-focused outcomes. A key implication of this study is that, although the principal players involved in the creation and implementation of this learning community use terms that describe or refer to the overall experience as very successful, test scores did not respond significantly to this innovation. This suggests that comprehensive plans need to be developed in advance to assure appropriate and accurate methods of measuring success in innovations such as this.

The purpose of this purposive qualitative study was to examine the perceptions of school community relationships of preschool parents, preschool teachers, and elementary administrators. In this purposive study, participants were chosen based on predetermined characteristics (Shenton, 2004). Parents from varying levels of academic and socioeconomic backgrounds, as well as their level of parental involvement, were included in this study to eliminate bias. The following themes emerged through coding and transcribing data: the family aspect at school; positive perception of principals; positive perception of teachers; open lines of communication between home and school; opportunities for parent involvement; the expectation of parent involvement; support school community relationships; promote a positive school climate; encourage open lines of communication; and provide activities for parent involvement. This qualitative study also looked at factors that facilitated and inhibited relationships. Factors that emerged in facilitating relationships were good communication, appreciation for involvement opportunities, one-to-one parent teacher meetings, being open to parents, and establishing positive relationships. Factors that may inhibit relationships were socioeconomic barriers and communication and transportation issues.

Studiens syfte är att undersöka rutiner kring elever med neuropsykiatriska anpassningar och kollegialt lärande med särskilt fokus på NPF-anpassning för gynnsam lärandemiljö. Denna studies frågeställningar söker svar på vilket sätt som skola och fritidshem kan ge en personlig utveckling för elever med diagnosen neuropsykiatriska funktionsnedsättningar (NPF) samt hur kollegialt lärande kan vara ett led i arbetet med NPF-anpassningar i skolan. Med ett fokus kring anpassningar och kollegialt lärande undersöks och analyseras verksamheternas möjligheter att vidareutveckla skolpersonal för att ge förutsättningar till en positiv studiemiljö för alla elever, men särskilt för de elever i behov av anpassningar. Teorianknytning i denna studie kan kopplas till den relationella pedagogiken. Studien har genomförts genom semistrukturerade intervjuer i fokusgrupper på två grundskolor med två lärare i varje grupp på respektive skola. En av skolorna var belägen i stadsmiljö och den andra skolan var belägen på landsorten i en närliggande kommun. Resultatet ger indikationer på den långvariga, men även direkta nyttan i elevernas mående av att få anpassningar i tidigt skede för att få positiv personlig utveckling. Studiens resultat pekar även på fördelarna med generella anpassningar i förebyggande syfte utifrån kollegialt lärande med lektionsstrukturer som ett mål. Sammanfattningsvis kan resultaten visa tecken på att det relationella arbetet i skola och fritidshem är av yttersta vikt för att bidra till en gynnsam lärandemiljö för alla elever inte enbart de elever med underliggande diagnoser.

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The return to in-person schooling post-COVID-19 pandemic has brought increased pressure on educators to ensure academic success for students. This study examines the school climate of 40 elementary and middle schools in California's Central Valley and its impact on academic performance and attendance, comparing pre-pandemic (2018-2019) with post-pandemic (2021-2022 and 2022-2023) data. Additionally, the study explores the influence of positive student-teacher relationships on academic outcomes and chronic absenteeism. Utilizing the PLUS School Climate Survey, this research sought to identify significant differences in survey scores pre- and post-pandemic, as well as examining the predictive power of student-teacher connectedness on academic performance and chronic absenteeism. This research found statistically significant differences among 6th-8th grade students regarding perceptions of school connectedness throughout the years. There was a significant increase from the 2019-2020 to 2021-2022 school years followed by a significant decrease from 2021-2022 to the 2022-2023 school year. The 2019-2020 and 2022-2023 school year data on school connectedness was not significant. Results also indicate there was a significant positive relationship between students and teachers and their academic performance. In the 2022-2012 school year, when the students had a positive view of their relationship with teachers and staff at school, the student’s ELA and math scores increased. This analysis also examined the relationship between the student’s relationship with teachers and their chronic absenteeism. There were not statistically significant results. These findings aim to provide insights for educational stakeholders to implement targeted interventions to improve school climate and enhance student success amidst post-pandemic challenges.

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