Co-constructions of loaded moments can result in specific long-term relationship- and bond-development¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The co-constructions within loaded moments can result in a specific long-term relationship- and bond-development between teachers and students. → Kennedy 2024

Evidence¶

Kennedy 2024¶

Kennedy, B L & Junker, R (2024). The Evolution of “Loaded Moments” Toward Escalation or De-Escalation in Student–Teacher Interactions. Review of Educational Research. https://doi.org/10.3102/00346543231202509

q2 · i? · review · r?

Narrative synthesis finding: the review reports that co-constructions within loaded moments can result in long-term relationship- and bond-development, extending momentary interactions to enduring teacher–student relationships. No effect sizes are printed.

"Finally, these co-constructions can result in a specific long-term relationship- and bond-development."

Discussion¶

Related Claims¶

• Loaded moments (de)escalate through moment-by-moment co-construction such as mutual trade-offs, turnings, or refusals — related
• Loaded moments emerge when instigating circumstances co-construct incompatibilities between teacher and students — related
• Online PBL group interaction follows the scripted sequence initially, but co-regulation derails over time into social bonding with fewer high-cognitive interactions — related
• Temporal process analysis reveals group- and task-related differences that the frequency accounts did not show, in the interchange of CPS elements over time — related
• Macro-level social contexts and existing classroom patterns set the scene for loaded moments — related