Teacher control and affiliation: do students and teachers agree?

Using an interpersonal circumplex model, we examined whether teachers and students in secondary education apply a similar frame of reference when thinking about how a teacher relates to students. We also examined the alignment of teacher and student perceptions of two dimensions of the teacher-student relationship: Control and Affiliation. Results showed that although teachers and students use a similar framework, they do not agree on the amount of teacher Control and Affiliation in a given classroom. This study contributes to our understanding of teacher self-reports by comparing student and teacher perceptions of the teacher-student relationship

Leren omgaan met kinderen in de multiculturele klas

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Teachers' choices for the teaching career and their teacher-student interpersonal relationships in the classroom

This paper reports on the relationships between teachers’ reasons forchoosing a teaching career and their interpersonal behaviour in the classroom. In doing so,it extends international research with the FIT-Choice scale - an instrument that examinesdifferent classes of teachers’ motivations: perceived abilities; intrinsic, personal & socialutility values; and task perceptions (Richardson & Watt, 2006; Watt & Richardson, 2007,2008) – to the context of the Netherlands. It also contributes by linking the framework toresearch on teacher-student interpersonal behaviour in the classroom (Wubbels,Brekelmans, den Brok & van Tartwijk, 2006). Teacher-student interpersonal behaviour isconceptualised here in terms of two major dimensions: control (the degree to which theteacher determines the interaction) and affiliation (the degree to which teachers andstudents are cooperative or oppositional). Prior research suggests that teacher-studentinterpersonal behaviour is strongly linked to other teaching variables, teacher stress orburn-out, but also to student outcomes (Wubbels et al., 2006)

Successful learning: balancing self-regulation with instructional planning

Many recent studies have stressed the importance of teacher candidates’ (TCs) self-regulated learning (SRL) skills for successful learning. Because of the promising consequences of SRL for academic performance, teacher educators (TEs) are encouraged to increase TCs’ SRL opportunities in educational programs. Because of the difficulty and complexity for TEs to successfully guide TCs towards SRL, the present study contributes to the discussion how to best facilitate TEs in finding a balance between student- and teacher-control. For this purpose, a conceptual model is presented. The model draws upon literature related to the perspective of the learner, the teacher and the learning task. Besides the context of teacher education, the model is beneficial for higher education as well as teaching and teacher professionalization. It will help instructors provide a more balanced approach between teacherand student-controlled learning, and support students develop essential SRL skills

Californian Science Students' Perceptions of their Classoom Learning Environments.

This study utilised the What Is Happening In this Class (WIHIC) questionnaire to examine factors that influence Californian student perceptions of their learning environment. Data were collected from 665 USA middle school science students in 11 Californian schools. Several background variables were included in the study to investigate their effects on students’ perceptions, such as student and teacher gender, student ethnic background and socio-economic status (SES), and student age. Class and school variables, such as class ethnic composition, class size and school socioeconomic status were also collected. A hierarchical analysis of variance was conducted to investigate separate and joint effects of these variables. Results from this study indicate that some scales of the WIHIC are more inclined to measure personal or idiosyncratic features of student perceptions of their learning environment whereas other scales contain more variance at the class level. Also, it was found that different variables affect different scale scores. A variable that consistently affected students' perceptions, regardless of the element of interest in the learning environment was student gender. Generally speaking girls perceived their learning environment more positively than did boys