Students trust and respect teachers who support them as learners through clear lessons, monitoring, feedback, and individualized support, not teachers who act as buddies¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students do not want teachers to be their buddies; they respect teachers who present clear lessons, monitor progress, give regular feedback, and provide individualized support, interpreting these actions as care. → Stevens 2014 q2 i? Teacher support in these key areas declines considerably in the transition to high school, along with attendance, grades, and pass rates. → Stevens 2014 (2)

Evidence¶

Stevens 2014¶

Stevens, W. D., Allensworth, E. M., Pareja, A. S., de la Torre, M., Gwynne, J. A., Rosenkranz, T., & Sebastian, J. (2014). Free to Fail or On-Track to College: An Introduction to the UChicago CCSR Research Series. UChicago CCSR Research Brief. https://consortium.uchicago.edu/publications/free-fail-or-track-college

q2 · i? · associational · r2

The brief's summary of the Strong Student-Teacher Relationships report, drawing on student surveys and interviews, finds "Students respect teachers who present clear lessons" and monitor and support them; when instruction is unclear or help is absent, students view teachers as unfair and uncaring.

"Students respect teachers who present clear lessons, who monitor their progress and give them regular feedback, and who provide individualized support. Students interpret these actions as show -ing that teachers care."

Stevens 2014 (2)¶

Stevens, W. D., Allensworth, E. M., Pareja, A. S., de la Torre, M., Gwynne, J. A., Rosenkranz, T., & Sebastian, J. (2014). Free to Fail or On-Track to College: An Introduction to the UChicago CCSR Research Series. UChicago CCSR Research Brief. https://consortium.uchicago.edu/publications/free-fail-or-track-college

q2 · i? · associational · r2

The brief reports that monitoring and support decline in the high school transition alongside attendance, grades, and pass rates, because high school structure makes monitoring harder and teachers' role perceptions differ from middle school.

"Unfortunately, teacher support in these key areas declines considerably in the transition to high school, along with students’ attendance, grades, and pass rates."

Discussion¶

Learner Variables¶

• Social Supports — outcome: instruction changes it

Related Claims¶

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