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The analysis found that student-teacher relationships (positive and negative) had a strong association with student engagement and a small to medium effect size associated with student achievement. Thus, as dialogue journals are known and valued for creating and improving teacher-student relationships, their positive value in increasing ...
Another study also conducted with middle school students found that students from a Hispanic/Latino background felt that relationships with teachers played a bigger role in their perception of community climate than relationships with students. In contrast, student relationships was a higher priority for Asian and white students. [46]
Through online learning communities of teachers and peers, students can build relationships with other users and establish a sense of both connectedness and belonging. Some students, who are less likely to participate in face-to discussions, are more likely to participate in online discussions and activities. This online communication enhances ...
[9] [10] Examples of signature pedagogies include medical residents making rounds in hospitals or pre-service teachers doing a classroom-based practicum as part of their teacher training. The notion of signature pedagogies has expanded in recent years, as scholars have examined their use in e-learning, [ 11 ] [ 12 ] for example.
Teachers have their strengths and weaknesses, and adopt particular models to complement strengths and contradict weaknesses. Here, the teacher is well aware of the type of knowledge to be constructed. At other times, teachers equip their students with a research method to challenge them to construct new meanings and knowledge. In schools, the ...
A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students' interests, (5) designed to allow the teacher to ...
In his 1916 book, Democracy and Education, John Dewey wrote, “Education is not an affair of 'telling' and being told, but an active and constructive process.” In a later essay, entitled "Experience and Education", [4] Dewey went into greater detail about the science of child development and developed the basic Constructivist theory that knowledge is created through experience, rather than ...
The philosophy of problem-posing education is the foundation of modern critical pedagogy. [4] Problem-posing education solves the student–teacher contradiction by recognizing that knowledge is not deposited from one (the teacher) to another (the student) but is instead formulated through dialogue between the two. [5]