The Teacher-Student Relationship in Secondary School
Insights from excluded students
Bibliographic Data
| ID | 11166381 |
|---|---|
| Authors | Eva Pomeroy (0000-0003-4601-3037, corresponding author) |
| Year | 1999 |
| Volume | 20 |
| Issue | 4 |
| Pages | 465-482 |
| Publication date | 1999-12-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | British Journal of Sociology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0142-5692 • E-ISSN: 1465-3346 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01425699995218 |
| OpenAlex | W2078355667 |
| Language | EN |
| Citations received | 22 |
| References cited | 12 |
This paper is derived from a study of excluded students' perceptions of their educational experience. It is based on the accounts of 33 young people, all permanently excluded from school. Through in-depth, semi-structured interviews a number of salient features of the school experience were raised. One of these features is the students' relationships with teachers. This paper considers excluded students' perceptions of teacher qualities that either foster or hinder the development of positive relations, disciplinary practice as a particularly significant set of interactions that affect relationships, and the hierarchical social structure in which these relationships are formed and operate. The result is an ideal model of the teacher-student relationship based on the excluded students' accounts. This model reconsiders power relations in order to create a set of interactions that recognises the students' non-child status while, at the same time, highlighting teacher-specific responsibilities such as duty of care
Affect (linguistics · Discipline · Ethnography · Ideal (ethics · Mathematics education · Pedagogy · Perception · Power (physics · Power structure · Salient · Set (abstract data type · Social science · Sociology · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Teacher Education and Leadership Studies
Equality in education
Developing self-efficacy through an extra preparatory school year
The influence of the school in the decision to participate in learning post‐16
El Alumno ante la Escuela y su Propio Aprendizaje
Absentismo y Abandono Escolar
Research into Teachers’ (Dis)Respect for Learners
Teachers' Use of Memory-Box-Making to Provide Psychosocial Support in Their Pastoral Role
Heads of alternative provision
Teachers, teaching and educational exclusion
Managing Bereavement in the Classroom
Training inservice teachers' competencies in classroom management. A quasi-experimental study with teachers of secondary schools
Excluding students from classroom
Inclusive pedagogy
Human contact in the classroom
Exploring school exclusion through the perspective of child labourers living in Sultanbeyli, on the periphery of Istanbul, Turkey
The social context of school bullying
School adjustment of first-grade primary school students
The role of socioeconomic background and prior achievement for students’ perception of teacher support
Disengaged and disaffected young people
Motivational Patterns in Disaffected School Students
Exclusion from school
Inside The Primary Classroom
Social Relations in a Secondary School
Learning to Labour
Lessons from Students on Creating a Chance to Dream
Learning to Labor
Pupils’ views on school work and school from 7 to 16 years
Masculinised Discourses within Education and the Construction of Black Male Identities amongst African Caribbean Youth
Peer Group Pressure Within and Outside School
Bullying as a Formative Influence
Commonality in teachers' and pupils' perceptions of effective classroom learning
Navigating the Psychosocial Pressures of Adolescence
| Citations per year | 0.88 |
|---|---|
| Citation span | 2001 - 2022 (22) |
| Highly cited | No |