Skip to main content
SpringerLink
Log in

Teacher–Student Interaction

  • Chapter
International Handbook of Research on Teachers and Teaching

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 21))

Many of us, particularly those of us how have chosen education as a profession, can think back to a teacher who was exceptionally influential in our school experience or even in our life's direction. If you have memory of such a teacher, hold his or her qualities in mind…

Now, you probably learned a lot of subject matter from this teacher, and this teacher was likely very knowledgeable, but chances are that these are not the reasons why this teacher made such a difference. Chances are that this teacher's exceptional ity lies with how he or she interacted with students. The fact is that a definite thread of similarity runs through teacher preparation programs; teachers generally enter the classroom with comparable training in content and pedagogy. The way that teachers interact with their students is a prominent factor in differentiating one from the next in terms of impact.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 749.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 949.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 949.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alerby, E. (2003). ‘During the break we have fun: A study concerning pupils’ experience of school. Edu cational Research, 45(1), 17–28.

    Article  Google Scholar 

  • Anders, P., & Richardson, V. (1992). Teacher as game-show host, bookkeeper, or judge? Challenges, con tradictions, and consequences of accountability. Teachers College Record, 94(2), 382–396.

    Google Scholar 

  • Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. The Elementary School Journal, 100(1), 57–70.

    Article  Google Scholar 

  • Barnas, M. (2000). “Parenting” students: Applying developmental psychology to the college classroom. Teaching of Psychology, 27(4), 276–277.

    Google Scholar 

  • Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32(3), 627–658.

    Google Scholar 

  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497–529.

    Article  Google Scholar 

  • Baumrind, D. (1966). Effects of authoritative parental control on child behavior. Child Development, 37(4), 887–907.

    Article  Google Scholar 

  • Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology, 4(1), 99–102.

    Article  Google Scholar 

  • Brophy, J. E., & Good, T. L. (1970). Teachers' communications of differential expectations for children's classroom performance. Journal of Educational Psychology, 61(5), 365–374.

    Article  Google Scholar 

  • Brophy, J. E., & Good, T. L. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehard, and Winston.

    Google Scholar 

  • Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88(4), 715–730.

    Article  Google Scholar 

  • Cornbleth, C., & Korth, W. (1980). Teacher perceptions and teacher-student interaction in integrated class rooms. Journal of Experimental Education, 48(4), 259–263.

    Google Scholar 

  • DeVries, R., & Zan, B. S. (1994). Moral classrooms, moral children: Creating a constructivist atmosphere in early education. New York: Teachers College Press.

    Google Scholar 

  • Dovidio, J. F. (2001). On the nature of contemporary prejudice: The third wave. Journal of Social Issues, 57(4), 829–849.

    Article  Google Scholar 

  • Drudy, S., & Chanthain, M. U. (2002). Gender effects in classroom interaction: Data collection, self-analysis and reflection. Evaluation and Research in Education, 16(1), 34–50.

    Article  Google Scholar 

  • Ennis, C. D. (1996). When avoiding confrontation leads to avoiding content: Disruptive students' impact on curriculum. Journal of Curriculum and Supervision, 11, 145–162.

    Google Scholar 

  • Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “why's” of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321–368.

    Article  Google Scholar 

  • Fogarty, R. (1990). Designs for cooperative interactions. Arlington Heights, IL: IRI Skylight Training and Publishing.

    Google Scholar 

  • Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribu tion and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3–17.

    Article  Google Scholar 

  • Haladyna, T., Haas, N., & Allison, J. (1998). Continuing tensions in standardized testing. Childhood Education, 74(5), 262–273.

    Google Scholar 

  • Hargreaves, L., Galton, M., & Pell, A. (1998). The effects of changes in class size on teacher-pupilinteraction. International Journal of Educational Research, 29, 779–795.

    Article  Google Scholar 

  • Hughes, J. N. (2002). Authoritative teaching: Tipping the balance in favor of school versus peer effects. Journal of School Psychology, 40(6), 485–492.

    Article  Google Scholar 

  • Ilatov, Z. Z., Shamai, S., Hertz-Lazarovitz, R., & Mayer-Young, S. (1998). Teacher-student class room interactions: The influence of gender, academic dominance, and teacher communication style. Adolescence, 33(130), 269–277.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Boston: Allyn and Bacon.

    Google Scholar 

  • Jones, V. F., & Jones, L. S. (1998). Comprehensive classroom management: Creating communities of sup port and solving problems (5th ed.). Boston: Allyn and Bacon.

    Google Scholar 

  • Kahn, K. H., & Cangemi, J. P. (1979). Social learning theory: The role of imitation and modeling in learn ing socially desirable behavior. Education, 100(1), 41–46.

    Google Scholar 

  • Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, and other bribes. Boston: Houghton Mifflin.

    Google Scholar 

  • Kohn, A. (1996). What to look for in a classroom. Educational Leadership, 54(1), 54–55.

    Google Scholar 

  • Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper and Row.

    Google Scholar 

  • Merrett, F., & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers' opinions about their initial training with special reference to classroom behavior manage ment. Educational Studies, 19(1), 91–106.

    Article  Google Scholar 

  • Nichols, S. L., & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Cambridge, MA: Harvard Education Press.

    Google Scholar 

  • Ozerk, K. (2001). Teacher-student verbal interaction and questioning, class size and bilingual students' academic performance. Scandinavian Journal of Educational Research, 45(4), 353–367.

    Google Scholar 

  • Pomeroy, E. (1999). The teacher-student relationship in secondary school: Insights from excluded stu dents. British Journal of Sociology of Education, 20(4), 465–482.

    Article  Google Scholar 

  • Rathvon, N. W. (1990). The effects of encouragement on off-task behavior and academic productivity. Elementary School Guidance and Counseling, 24(3), 189–199.

    Google Scholar 

  • Reynolds, A., Reagin, M., & Reinshuttle, K. (2001). Less is more: What teachers say about decreasing class size and increasing learning. American School Board Journal, 188, 30–32.

    Google Scholar 

  • Sacks, P. (1999). Standardized minds: The high price of America's testing culture and what we can do to change it. New York: Da Capo Press.

    Google Scholar 

  • Sava, F. A. (2002). Causes and effects of teacher conflict-inducing attitudes towards pupils: A path analysis model. Teaching and Teacher Education, 18, 1007–1021.

    Article  Google Scholar 

  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571–581.

    Article  Google Scholar 

  • Taylor, K., & Walton, S. (1997). Co-opting standardized tests in the service of learning. Phi Delta Kap-pan, 79(1), 66–70.

    Google Scholar 

  • Voelkl, K. E. (1995). School warmth, students participation, and achievement. Journal of Experimental Education, 63(2), 127–138.

    Google Scholar 

  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1990). What influences learning? A content analysis review of literature. Journal of Educational Research, 84(1), 30–43.

    Google Scholar 

  • Winik, L. W. (1996). Students want more discipline, disruptive classmates out. American Educator, 20(3), 12–14.

    Google Scholar 

  • Zahorik, J. A. (1999). Reducing class size leads to individualized instruction. Educational Leadership, 57, 50–53.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Riverside High School, Painesville, OH, 44077

    Joshua M. Englehart

Authors
  1. Joshua M. Englehart
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Australian National University, Canberra, Australia

    Lawrence J. Saha

  2. University of Houston, Houston, USA

    A. Gary Dworkin

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Englehart, J.M. (2009). Teacher–Student Interaction. In: Saha, L.J., Dworkin, A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_44

Download citation

Publish with us

Policies and ethics

Search

Navigation