The Student-Teacher Relationship: Annotated Bibliography

Baker, Jean A., Sycarah Grant, and Larissa Morlock. "The Student-Teacher Relationship As a Developmental Context for Children With Internalizing or Externalizing Behavior Problems." School Psychology Quarterly 23.1 (2008): 3-15. Print.

This article discusses the significantly at-risk students for behavioral impediments including depressive, anxious, overactive, impulsive, and aggressive behavior. The article outlines positive interest associated with school when students experience feelings of relatedness or closeness to teachers. These relationships of closeness are characterized by a lack of negativity and a high-degree of trust. This piece narrows on children of internalizing and externalizing behavioral problems. And while little is known about internalizing problem and educational development studies have shown a correlation between those expressing internalizing problems and a detachment form teacher relations. The study expanded the knowledge of these behavioral issues by scrutinizing the student-teacher relationship as a predictor of significant behavioral problems. Using a base of four-hundred and twenty-three students comprised of sixty-three percent black students and seventy percent of the test group qualifying for reduced price lunch, the study bears many similarities to DCPS. In addition, the results of the study found that while the effects of the relationship were small, there was a distinct change in those students demonstrating both externalizing and internalizing problems. The relevance to my claim is such, that when given due diligence and attention, the instructor-pupil construct can result in positive change for both student and school. Lastly, the source is reputable as it is contained within a peer-review...

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...irect model versus a unidirectional model. By examining three school in Texas composed largely of minority children of which sixty percent qualified for reduced lunch, they found a few surprising results. Not only was there no difference between the two indicators of the majority and minority but it solved the design flaw of uncontrolled variables prior to mediation. Additionally they found that children that have lower academic success would become discourage and believe that their effortful engagement is without reward. The relevant impact and link to my argumentation is the ability to state that minority status is not cause for academic failure but rather effortful engagement on the part of the teacher in forming the relationship with his students. Ultimately, this is an exhaustive study, grounded in dense statistical analysis, while being recent and surprising i