Vad gör att vissa lärare lyckas bättre än andra? Lärare ser ofta skiljt på rollen de innefattar och ansvaret de har. Syftet med denna studie är att visa på modern forskning inom hur en lärare-elev relation inom skolan för vuxna och gymnasieelever påverkar och förändrar lärande och lärmiljön. Denna studie har genomförts som en systematisk litteraturstudie. Resultat är uppdelat i fyra underkategorier: relation, motivation, känslor och beteende. Diskussionen utgår ifrån huvudresultatet att lärare-elev relationen är till stor vikt i elevernas utveckling, kognitivt, behavioristiskt samt för akademiska resultat. / What makes some teachers succeed in their role better than others? Teachers often view the role they are in and the responsibility they have differently, this study hopes to show a facet of modern research in the field of student-teacher relationships and their effect on factors like motivation and results. This study has been modeled as a systematic literature review. Results are divided into four categories: relationship, motivation, emotion and behavior. The discussion is based on the main results that teacher-student relationship is of great importance in students' development of cognitive and behavioral faculties as well as academic achievement.

De nombreuses études ont démontré l’effet modérateur de la qualité de la relation maître-élève sur le niveau d’adaptation comportementale et scolaire des élèves du primaire, mais très peu s’y sont intéressés chez les élèves du secondaire. Pourtant les rapports entre les enseignants et les élèves au secondaire sont bien différents de ce qu’ils sont au primaire. La présente étude vise donc à examiner le rôle de la qualité de la relation maître-élève sur le risque d’abandonner l’école auprès d’un échantillon de 4069 élèves québécois de deuxième secondaire. Nos deux premiers objectifs sont de vérifier si l’effet prédicteur des difficultés scolaires (retard, rendement et motivation scolaires) sur le décrochage scolaire varie en fonction des relations chaleureuses et conflictuelles. Le troisième objectif est de déterminer si l’effet modérateur de la qualité de la relation maître-élève varie selon le sexe de l’élève. Les résultats n’ont pas permis de démontrer tel que prévu un effet protecteur de la relation chaleureuse pour les élèves à risque de décrocher, mais ont plutôt mis en évidence un effet aggravant de la relation conflictuelle pour les élèves qui fonctionnent bien à l’école. Quant au sexe de l’élève, il ne fait pas varier l’effet modérateur de la qualité de la relation élèveenseignant. Ces résultats impliquent que pour prévenir le décrochage scolaire, il faut accorder une attention particulière aux conflits pouvant survenir entre un élève et son enseignant et ce, particulièrement chez les élèves qui fonctionnent bien en classe. / Several studies have demonstrated the moderating effect of the quality of teacherstudent relationship on the level of behavioral and academic adjustment in elementary students, but very few of them investigated this effect in adolescence, although teacher-student relationships present several differences in high school. The present study examines the role of the quality of teacher-student relationship on the risk of dropping out of school among a sample of 4069 Quebec students in 8th grade. The first two objectives were to test if the predictive link between academic difficulties (delay, achievement and school motivation) and school dropout varied according to the nature of the teacher-student relation (warm or conflictual). The third objective was to determine if the moderating effect of the quality of teacher-student relationship varied as a function of students' sex. The results did not demonstrate as expected a protective positive effect of a warm relationship for students at risk of dropping out of school. Rather, they highlighted the detrimental effect of conflictual relationships for students who do well at school. Students’ sex did not moderate the effect of the quality of student-teacher relationship on school dropout. These results imply that to prevent school dropout, it is necessary to pay particular attention to conflicts that may arise between a student and his teachers, especially among students who perform well in class.

Effective ELL teaching and learning is profoundly influenced by the teachers' personal experiences and personalities (Farrell, 2016), their experience as language learners as well as language teachers (Farrell, 2007), and their beliefs about learning and teaching a second language (Farrell, 2015; Farrell & Ives, 2015). This study honored and examined in-depth the often-discounted stories/reflective narratives of our teachers. This paper reports a qualitative cases study that explores three veteran teachers' reflection on their personal and professional experiences with ELLs for self-discovery over years (Cirocki & Farrell, 2017) so that they can further reflect for their future actions with ELLs (Burns & Bulman, 2000; Farrell, 2007; Farrell & Vos, 2018). Data analysis revealed the teachers' different strengths and needs in working with ELLs. Four major dimensions (language, culture, culturally and linguistically sensitive pedagogy, and collaborative community) were identified as critical to effective teaching of ELLs and preparation of second language teachers.

De nombreuses études ont démontré l’effet modérateur de la qualité de la relation maître-élève sur le niveau d’adaptation comportementale et scolaire des élèves du primaire, mais très peu s’y sont intéressés chez les élèves du secondaire. Pourtant les rapports entre les enseignants et les élèves au secondaire sont bien différents de ce qu’ils sont au primaire. La présente étude vise donc à examiner le rôle de la qualité de la relation maître-élève sur le risque d’abandonner l’école auprès d’un échantillon de 4069 élèves québécois de deuxième secondaire. Nos deux premiers objectifs sont de vérifier si l’effet prédicteur des difficultés scolaires (retard, rendement et motivation scolaires) sur le décrochage scolaire varie en fonction des relations chaleureuses et conflictuelles. Le troisième objectif est de déterminer si l’effet modérateur de la qualité de la relation maître-élève varie selon le sexe de l’élève. Les résultats n’ont pas permis de démontrer tel que prévu un effet protecteur de la relation chaleureuse pour les élèves à risque de décrocher, mais ont plutôt mis en évidence un effet aggravant de la relation conflictuelle pour les élèves qui fonctionnent bien à l’école. Quant au sexe de l’élève, il ne fait pas varier l’effet modérateur de la qualité de la relation élèveenseignant. Ces résultats impliquent que pour prévenir le décrochage scolaire, il faut accorder une attention particulière aux conflits pouvant survenir entre un élève et son enseignant et ce, particulièrement chez les élèves qui fonctionnent bien en classe. / Several studies have demonstrated the moderating effect of the quality of teacherstudent relationship on the level of behavioral and academic adjustment in elementary students, but very few of them investigated this effect in adolescence, although teacher-student relationships present several differences in high school. The present study examines the role of the quality of teacher-student relationship on the risk of dropping out of school among a sample of 4069 Quebec students in 8th grade. The first two objectives were to test if the predictive link between academic difficulties (delay, achievement and school motivation) and school dropout varied according to the nature of the teacher-student relation (warm or conflictual). The third objective was to determine if the moderating effect of the quality of teacher-student relationship varied as a function of students' sex. The results did not demonstrate as expected a protective positive effect of a warm relationship for students at risk of dropping out of school. Rather, they highlighted the detrimental effect of conflictual relationships for students who do well at school. Students’ sex did not moderate the effect of the quality of student-teacher relationship on school dropout. These results imply that to prevent school dropout, it is necessary to pay particular attention to conflicts that may arise between a student and his teachers, especially among students who perform well in class.

Cette thèse a pour objectif de mieux comprendre les états émotionnels des enseignants d’E.P français et catalans et leurs modalités d’expression en situation de classe. Les participants ont été filmés en situation réelle d’enseignement durant 10 séances, puis des entretiens ont effectués immédiatement après la leçon pour recueillir les mesures des intensités d’état de colère et leurs verbalisations. Ces données ont d’abord permis l’élaboration de 144 fiches illustratives faisant référence à leurs états émotionnels, aux éléments signifiants du contexte, à leur manière de faire face, et à leurs justifications. Cellesci ont ensuite été analysées au travers d’un traitement mixte. Les résultats ont indiqué des différences entre les enseignants français et catalans, liées à la fois aux normes culturelles et à leur expérience. Les analyses qualitatives et quantitatives ont porté sur : (1) les types de provocations d’élèves (niveau d’organisation des règles transgressées, intensités générées chez les enseignants, caractère sexué), (2) les états de colère (intensité, travail émotionnel), (3) les modalités d’expression (colère « In », « Out », « contrôlée »), et (4) les variables situationnelles expliquant la variabilité des intensités (degré du dommage, caractère volontaire). Les spécificités supposées de la relation professeur-élèves en éducation physique et les caractéristiques de contexte des écoles classées en éducation prioritaire sont discutées au regard des résultats / The main objective of this doctoral dissertation was to understand in greater details the emotional states in french and catalan physical education teachers, and to see how they might express it when the perceived student misbehavior. Teachers have been videotaped when interacting with the students in classroom during 10 lessons. We further evaluated the intensity of the emotional states and recorded the participants’ comments during retrospective interviews. These data led to the elaboration of 144 briefs representative descriptions referring to their emotional states, the significant characteristics of the context, the way to react, and their justifications. Furthermore, these data were analysed using mixed methodology. Overall, he results provided evidence of group differences, probably due to cultural norms and expertise. Qualitative and quantitative analyses qere carried out to determine (1) the student’smisbehaviors (level of organization, intensity of the teacher’s emotional state, gender), (2) emotional states (intensity, emotional work), (3) the way to express it (anger “In”, “out”, “control”), and (4) situational variables predicting the variability of the intensity (degree of damage, volunteer characteristics). The specificity of the relationship between teachers and students in physical education and school context caracterics in priority areas is specifically discussed

Made available in DSpace on 2016-06-02T19:46:03Z (GMT). No. of bitstreams: 1 2290.pdf: 827516 bytes, checksum: 957bb7149ac86ce3b3a24345345e3e35 (MD5) Previous issue date: 2009-02-13 / Universidade Federal de Sao Carlos / Identifying the features related to the quality of teacher-student interaction and to the set of teacher and student s social skills is a key aspect for a more accurate understanding of learning difficulties. Studies show qualitative differences in the pattern of social interactions established by children with low and high academic performance with their teachers. However, due to small numbers of participants, those results might not be generalized. The main goal of this study was to identify behavioral patterns of students with low and high academic performance in the social interaction with the teacher, from academic social skills classes, investigating how the likely qualitative differences in patterns of interaction was an extended sample of participants. 41 students with low academic performance (GSLAP) and 44 students with high academic performance (GSHAP) from first to fourth grades, attending to Public Elementary Schools, participated in this research. It was performed shootings of the classroom environment to collect the data about behavioral patterns of students in the social interaction with the teacher. Children´s pattern of social skills were evaluated by the Social Skills Rating System (SSRS-BR) in the version of self-assessment and evaluation by the teacher. The shootings were analyzed through observations of the academic social skills classes. The SSRS-BR s results were analyzed according to criteria established by instrument. Data analysis included descriptive and inferential statistics. Concerning to academic social skills, main results were: (a) there were differences between academic social skills classes show more frequently by GSLAP and by GSHAP; (b) a few number of academic social skills classes shown statistically significant differences about gender and academic subject; (c) no academic social skills classes shown statistically significant differences about grade. The main results about social skills were: (a) GSHAP obtained mean performance in the selfassessment and in the evaluation by the teacher; (b) GSLAP obtained mean performance in the self-assessment and obtained lower than the mean performance in the evaluation by the teacher; (c) in the self-assessment and in the evaluation by the teacher there were not statistically significant differences about grade in the GSLAP and in the GSHAP; (d) there were statistically significant differences about gender in some SSRS-BR s scores in the GSLAP and in the GSHAP. Results show a difference between the behavioral patterns of students with low and high academic performance in the interaction with the teacher, and differences between the patterns of social skills of these two groups. Though these differences might not be stated as critical to their academic difficulties, they certainly might not be ignored as a condition that aggravates the possibilities of development of students in the school. / Identificar aspectos relacionados à qualidade da interação professor-aluno e ao conjunto de habilidades sociais dessa díade são aspectos essenciais para uma compreensão mais precisa das dificuldades no processo de aprendizagem. A literatura aponta diferenças qualitativas no padrão de interação social estabelecido por crianças com baixo e com alto desempenho acadêmico no relacionamento com seus professores, no entanto, esses resultados sugerem dificuldades de generalização devido ao número reduzido de participantes nesses estudos. O objetivo geral da presente pesquisa foi identificar, a partir das classes de habilidades sociais acadêmicas, os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico nas interações sociais com o professor, investigando como as prováveis diferenças qualitativas nos padrões de interação se configuram em uma amostra ampliada. Participaram da pesquisa 41 alunos com baixo desempenho acadêmico (GBD) e 44 alunos com alto desempenho acadêmico (GAD) que cursavam de 1ª a 4ª série do Ensino Fundamental I na rede pública. Foram realizadas filmagens em contexto natural de sala de aula para avaliar os padrões comportamentais dos alunos ao interagir com o professor e para avaliar o repertório de habilidades sociais das crianças foi utilizado o Sistema de Avaliação de Habilidades Sociais (SSRS-BR) na versão de auto-avaliação e avaliação pelo professor. As filmagens foram analisadas por meio de observações a partir de um sistema de classes de habilidades sociais acadêmicas e o SSRS-BR foi analisado a partir dos critérios estabelecidos pelo próprio instrumento. O tratamento dos dados incluiu análises estatísticas descritiva e inferencial. Sobre os padrões comportamentais dos alunos ao interagir com o professor, os principais resultados foram: (a) há diferenças entre as classes de habilidades sociais acadêmicas mais freqüentemente apresentadas pelo GBD e pelo GAD; (b) poucas classes de habilidades sociais acadêmicas apresentaram diferenças estatísticas significativas em relação ao gênero e à demanda acadêmica; (c) nenhuma classe de habilidades sociais acadêmicas apresentou diferença estatística significativa em relação à série. Sobre as habilidades sociais os principais resultados foram: (a) o GAD apresentou desempenho dentro da média na auto-avaliação e na avaliação do professor; (b) o GBD, na auto-avaliação apresentou desempenho dentro da média e na avaliação do professor abaixo da média; (c) na auto-avaliação e na avaliação do professor não foram encontradas diferenças estatísticas significativas entre as séries tanto no GBD como no GAD; (d) foi encontrada diferença estatística significativa entre o gênero em alguns fatores do SSRS-BR no GBD e no GAD. Os resultados mostram que há diferença entre os padrões comportamentais dos alunos com baixo e com alto desempenho acadêmico na interação com o professor, assim como, há diferenças entre o repertório de habilidades sociais desses dois grupos de alunos. Embora essas diferenças não possam ser afirmadas como determinantes de suas dificuldades acadêmicas, certamente não podem ser ignoradas como condição presente que agrava as possibilidades de desenvolvimento dos alunos no contexto escolar.

Abstract Research shows that the prevailing view is that the relationship between teacher and pupil is fundamental to learning. Although most studies emphasize the crucial importance of a positive relationship between teacher and student, it also highlights that more knowledge is needed about what actually happens when a teacher acts relationally. The purpose of this study is therefore to elucidate what teachers do in their practice which creates good conditions for a good teacher-student relationship with students incompulsory school for children with severe learning disabilities.The purpose is achieved by answering the questions: What good conditions for a good teacher-student relationship can be determined based on how teachers act in the teaching practice with students incompulsory school for children with severe learning disabilities? What good conditions for a good teacher-student relationship with students incompulsory school for children with severe learning disabilities can be determined based on the descriptions of three teaching teachers? and How can good prerequisites for a good teacher-student relationship with students inthe practice ofcompulsory school for children with severe learning disabilities be understood from a two-dimensional interpretation framework? The relational perspective according to Aspelin (2013, 2016) is the perspective used to interpret the study's empirics. According to this perspective, a two-dimensional interpretation framework consisting of two approaches, which Aspelin (2013) calls pedagogical approaches and pedagogical meetings, is required. In order to balance these, differentiation skills (Aspelin, 2016) are also required to have the ability to regulate proximity and distance in the relationship. Observational studies and interview studies were conducted to find answers to the study's questions. The study results show that the two survey methods complement each other, since the results of the study methods do not contradict each other, but rather substantiate and supplement, the assumption is made that this contributed to a more complex picture of relationship building. The methods illustrate the topic from two different perspectives, what the teacher does and what the teacher describes it to do. The result reflects the different ways of creating the conditions for relationships that the study's review of previous research shows. Based on a combination of the results of the study methods, it can be seen that teachers are often in the social and interpersonal dimension at the same time and that they influence and presuppose one another. Taken together, the study's results can be interpreted as the fact that specialist teachers' knowledge of the pedagogical work and their ability to self-insight is the basis of their work in building teacher-student relationships. And that differentiation creates the conditions for the teachers' ability to differentiate between private and professional as well as the prerequisite for the student to take a place as an individual. / Sammanfattning Forskning visar att den rådande synen är att relationen mellan lärare och elev är grundläggande för att lärande skall ske. Trots att flertalet studier framhåller den avgörande betydelsen av en positiv relation mellan lärare och elev lyfter den även att det behövs mer kunskap om vad som faktiskt äger rum när en lärare agerar relationellt. Syftet för denna studie är därför att belysa vad lärare gör i sin praktik som skapar goda förutsättningar för en god lärare- elevrelation i träningsskolan. Syftet uppnås genom att besvara frågeställningarna: Vilka goda förutsättningar för en god lärare- elevrelation går att utröna utifrån hur lärare agerar i undervisningens praktik i träningsskolan? Vilka goda förutsättningar för en god lärare- elevrelation i träningsskolan går att utröna utifrån tre undervisande lärares beskrivningar? samt Hur kan goda förutsättningar för en god lärare- elevrelation i träningsskolans praktik förstås utifrån en tvådimensionell tolkningsram?  Det relationella perspektivet enligt Aspelin är det perspektiv som används för att tolka studiens empiri.Enligt detta perspektiv fordras dels en tvådimensionelltolkningsram bestående av två förhållningssätt som Aspelin (2013) benämner pedagogiskt förhållningssätt och pedagogiskt möte. För att balansera dessa krävs även en differentieringskompetens för att ha förmågan att reglera närhet och distans i relationen. Observationsstudier och intervjustudier genomfördes för att finna svar på studiens frågeställningar. Studiens resultat visar att de två undersökningsmetoderna kompletterar varandra, då resultaten från studiens metoder inte motsäger varandra, utan snarare underbygger och kompletterar, görs antagandet att detta bidrog till en mer komplex bild av relationsbyggande. Metoderna belyser ämnet från två olika perspektiv, vad läraren gör och vad läraren beskriver att den gör.  Resultatet speglar de olika sätt att skapa förutsättningar för relationer som studiens genomgång av tidigare forskning visar. Utifrån en kombination av resultaten från studiens metoder syns att lärarna ofta befinner sig i den sociala och den mellanmänskliga dimensionen samtidigt samt att dessa påverkar och förutsätter varandra. Sammantaget kan studiens resultat tolkas som att speciallärares kunskap om det pedagogiska arbetet och deras förmåga till självinsikt är grunden i deras arbete med att bygga lärare- elevrelationer. Och att differentiering skapar förutsättningar för lärarnas förmåga att skilja på privat och professionell samt förutsättningen för eleven att ta plats som en egen individ.

Il existe de nombreuses recherches portant sur la gestion de classe et les comportements d’indiscipline au primaire et au secondaire. Plusieurs de ces études indiquent que la relation maître-élève et la valeur accordée à un cours auraient un impact sur les comportements adoptés par ceux-ci en classe. Cependant, peu d’études ont été effectuées à ce sujet dans le contexte de l’enseignement collégial, propre au Québec. La présente étude visait donc à mieux documenter les liens entre la relation maître-élève et les comportements perturbateurs en classe au collégial, en prenant en compte le rôle potentiellement médiateur de la valeur que les élèves accordent au cours en question. Pour ce faire, 371 étudiants du collégial ont rempli un questionnaire mesurant la qualité de la relation maître-élève (positive et négative), la valeur accordée au cours (utilité et intérêt) et les comportements perturbateurs en classe. L’analyse des régressions linéaires indique que la qualité de la relation maître-élève et l’intérêt ont bien un lien avec les comportements perturbateurs des étudiants de niveau collégial. Les étudiants qui perçoivent positivement leur relation avec l’enseignant rapportent moins de comportements perturbateurs tandis que la perception d’une relation négative avec l’enseignant est associée à une plus grande fréquence de ces comportements. De plus, les résultats révèlent que le lien entre la relation maître-élève et les comportements perturbateurs est médié par la valeur accordée au cours. Plus précisément, la relation maître-élève positive n’a pas d’effet direct sur les comportements perturbateurs, mais plutôt sur l’intérêt des étudiants. En retour, l’intérêt est associé à moins de comportements perturbateurs. La relation maître-élève négative, quant à elle, conserve son lien avec les comportements perturbateurs tout en réduisant l’intérêt que les étudiants portent pour le cours. Ces résultats montrent que si la relation maître-élève possède des liens significatifs, directs et indirects, sur le comportement des étudiants du collégial, la capacité des enseignants à susciter et à maintenir l’intérêt des étudiants joue elle aussi un rôle primordial dans la prévention des comportements perturbateurs en classe. / There are numerous researches on classroom management and disruptive behaviors in elementary and high school. Several of these studies indicate that the relationship between teacher and students and the perceived value of a task or subject have an impact on the behaviors adopted by students in the classroom. However, few studies have been carried out on this subject in the context of college, specific to Quebec. The present study therefore aimed to better document the links between the teacher-student relationship and disruptive behavior in college class, by considering the potentially mediating role of the value that students place on the course in question. Thus, 371 college students completed a questionnaire made up of three self-reported item scales measuring the quality of the teacher-student relationship (positive and negative), the value given to the course (utility and interest) and disruptive behaviors in class. The analysis of linear regressions indicates that the quality of the teacher-student relationship and interest do indeed have a link with the disruptive behaviors of college students. Students who perceive their relationship with the teacher positively report less disruptive behavior while the perception of a negative relationship with the teacher is associated with a higher frequency of disruptive behavior. Furthermore, the results reveal that the link between the teacher-student relationship and disruptive behaviors is mediated by the perceived value of the course. Specifically, the positive teacher-student relationship does not have a direct effect on disruptive behavior, but rather on the interest of the students. In turn, interest is associated with less disruptive behavior. The negative teacher-student relationship, on the other hand, maintains its link with disruptive behavior while reducing students' interest in the course. These results show that while the teacher-student relationship has significant direct and indirect links to the behavior of college students, the ability of teachers to arouse and maintain student interest also plays a key role in preventing disruptive behavior in the classroom.

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I läroplanen står det att lärarna har ett ansvar att föra in elevinflytande i undervisningen men då styrdokumenten inte skriver fram hur detta ska möjliggöras i praktiken, kan detta skapa en osäkerhet hos lärarna hur de ska välja att möjliggöra detta i undervisningen. Utifrån tidigare forskning kan vi utläsa att lärarna uttrycker elevinflytande som en svårighet då detta blir upp till var och en att tolka. I denna empiriska studie är syftet att undersöka hur lärare möjliggör elevinflytande i SO-undervisningen men även vad elevinflytande kan bidra till och om det kan uppstå konsekvenser. För att kunna besvara detta syfte behövde vi få ta del av erfarenheter av både lärare och elever och det gjordes via intervjuer. Då erfarenhet, tolkning, sociala interaktioner och relationer är bidragande faktorer till att möjliggöra elevinflytande, valde vi att koppla in hermeneutiken, det sociokulturella perspektivet och lärare-elevrelation(TSR) då dessa teorier utgår från dessa. Resultatet av vår data analyserades sedan utifrån dessa tre teorier. Slutsatsen för denna empiriska studie blev att frågan gällande hur lärare möjliggör för elevinflytande i SO-undervisningen är komplext och läroplanen är svårtolkad. Men när det väl förs in i SO-undervisningen kan det visa på positiva effekter då resultat visat på att elever blir mer motiverade och presterar bättre när elevinflytande möjliggörs i SO-undervisningen.