Purpose: The purpose of this qualitative study was to examine, understand, and describe the effective strategies secondary AVID teachers in Region 3 of California employ to build positive relationships with students.
Methodology: This qualitative study focused on how AVID teachers build positive relationships with their students, and data were collected through one-on-one interviews and classroom observations. The researcher interviewed eight AVID teachers, who were recommended by the regional AVID coordinator as having strong relational skills with students. From those teachers interviewed, the researcher conducted observations of four AVID teachers to gain a better understanding of the strategies they used to build positive relationships with students. Using both of these data collection instruments allowed the researcher to discover common patterns and themes regarding the effective strategies secondary AVID teachers use to build positive relationships with their students.
Findings: Based on the perceptions of AVID teachers, the implementation of AVID curriculum to support student success, establishing clear academic and behavioral expectations for students, showing a genuine interest in students, nurturing characteristics of the teacher, teacher involvement, and the impact of AVID program characteristics were findings from this study.
Conclusions: Three conclusions can be drawn from this study regarding the strategies AVID teachers use to build positive relationships with their students. First, teachers need to use a relevant curriculum that engages students. Second, teachers who show a genuine interest in students are able to connect to students in a meaningful way. Lastly, teachers need to exhibit characteristics that nurture their students.
Recommendations: Further research is advised. A study could be conducted on teacher preparation programs and their effectiveness in preparing teachers to build positive teacher–student relationships. Another study could examine the impact positive teacher–student relationships have on teachers and students. A study could examine gender imbalance with teachers, specific to the AVID program. A future study could look at the differences in building positive teacher–student relationships between male and female teachers. Another study could examine the implications AVID program characteristics have in relationship building. And lastly, one could replicate this study using non-AVID teachers as the population.
|Commitee:||Enomoto, Alan, Wiseman, Perry|
|School Location:||United States -- California|
|Source:||DAI-A 77/07(E), Dissertation Abstracts International|
|Keywords:||Advancement via individual determination, Avid, Positive classroom relationships, Relationships, Student achievement|
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