Derginin Adı: International Journal of Field Education
Cilt: 2016/1
Sayı: 1
Makale Başlık: Assessing Child-Teacher Relationships: A Review Study
Makale Alternatif Dilde Başlık: Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
Makale Eklenme Tarihi: 7.01.2017
Okunma Sayısı: 1
Makale Özeti: Understanding and documenting how young children negotiate their relationships with their teachers is crucial, considering that early teacher– student relationships have important long-term implications for children’s school success (Hamre & Pianta, 2001). However, the existing studies on teacher–child relationships focus primarily on the teacher’s perception of the relationship and have predominantly relied on the STRS, a 28-item teacher self-reported Likert-type (5-point) scale developed to assess a teacher’s feelings about her or his relationship with a particular student, her or his beliefs about the student’s feelings toward the teacher, and a student’s interactive behaviors with the teacher (Pianta, 2001; Saft, 1994). The majority of the evidence about the teacher–student relationship comes from studies conducted in the United States (e.g., Birch & Ladd, 1998; Hamre & Pianta, 2001; Pianta & Nimetz, 1991).Therefore, an examination of the cultural sensitivity of assessment methods of child–teacher relationships is crucial. This review of the literature focuses on methodologies used to assess or measure child–teacher relationships and the effects of culture on the assessment of this significant relationship during the elementary and primary school years.
Alternatif Dilde Özet: Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)

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