Classrooms in high-performing CHSRI schools showed positive, mutually respectful student-teacher relationships with emotional and academic support¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2008 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Almost all observed classrooms contained concrete evidence of positive, mutually respectful student-teacher relationships, including concern for well-being, praise, encouragement, and availability outside class. → David Stevens 2008

Evidence¶

David Stevens 2008¶

David Stevens, Sue Sporte, Sara Ray Stoelinga, Alissa Bolz. (2008). Lessons from High Performing Small High Schools in Chicago. Consortium on Chicago School Research, University of Chicago. https://consortium.uchicago.edu/publications/lessons-high-performing-small-high-schools-chicago

q2 · i? · qualitative · r2

Qualitative observation of student-teacher interactions in 23 classes. Researchers recorded teachers expressing concern about well-being and academic progress, praising students, offering concrete encouragement, and inviting students to seek help outside class hours.

"Almost all of the classrooms contained concrete evidence of generally positive and mutually respectful student-teacher relationships. For example, many of the teachers we observed expressed concern about students’ well-being."

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Observed classes in high-performing CHSRI schools showed high or medium student engagement and calm, well-behaved classrooms, with only one low-engagement class — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — a broader claim this one bears on
• Co-regulation strategies were reported to create a safe, positive classroom climate and to help youth manage emotions — related
• English/language arts classes in high-performing CHSRI schools required high academic demand, with high-level skill activities in 21 of 23 observed classes — related
• Relational goals are associated with recognition, grouping, and classroom mutual respect practices — related