No description available.

No description available.

No description available.

No description available.

Teacher decisions are largely influenced by the judgments that they make regarding their students' states of mind. Thus, it is important for teachers to be accurate in their judgments. The current study investigated the teacher judgment accuracy of student perceptions of the teacher-student relationship. In a Western state of the United States, 40 teachers used a prediction form to predict how their 4th "“ 6th grade students would rate the closeness and the conflict of their teacher-student relationship via the Student Perception of Affective Relationship with Teacher Scale (SPARTS, Koomen & Jellesma, 2015). Students then took the survey, and teacher predictions and student reports were run through bivariate correlations and t-tests for analysis. Teacher predictions and student reports had a mean correlation coefficient of .31 for closeness and .39 for conflict. Nine of the 40 teachers had a negative correlation for closeness, conflict, or both, suggesting that a good percentage of teachers are fairly poor at judging how their students perceive their teacher-student relationship. Nonetheless, the t-tests confirmed that on average, teacher judgment accuracy was significantly better than random. The results of this study suggest that there is a need for intervention to help teachers become more accurate judges of how their students perceive the teacher-student relationship. As teacher judgments impact teacher decisions, accurate judgments of the student perceptions of the relationship might allow for teachers to make decisions that would more effectively nurture positive teacher-student relationships.

The purpose of this qualitative study was to use grounded theory and case study methodology to identify and describe the ways that an upper elementary school teacher makes students feel known and respected for who they are by creating a relationship-driven classroom community. Analyzing how a teacher uses a relationship-driven classroom community has the potential to improve upon existing classroom community models. Data were collected from a teacher questionnaire, student questionnaire, samples of student work, document collection, two formal interviews with ten students, two formal interviews the teacher, and descriptive field notes from observations. Results indicated creating teacher-student relationships that make students feel known and important has the potential to offset the issues resulting from the disconnect between teachers and students and could lead to greatly improved student achievement. The results also provide new directions in the following areas: (a) teacher-student relationships, i.e., making students feel known and important; (b) creating classroom communities that are formed around teacher-student relationships; and (c) accounting for the mismatch between teachers and students.

No description available.

No description available.

No description available.

No description available.