This mixed-methods research study explored the impact of building strong student-teacher relationships with students in their freshman year in high school. A caring student-teacher relationship can positively influence the learning outcomes and help students to adapt to the new school environment (Deci & Ryan,1985). The study utilized Maslow’s (1943a) Hierarchy of Needs as a framework for understanding how building relationships with first year students can produce positive academic and social outcomes. The study focused on gathering information and understanding from the viewpoint of first-year students and their teachers, administrators, and counselors from three diverse, high schools in an urban school district in Connecticut. The qualitative and quantitative data converged to answer the research questions and to reach a conclusion. Interpretation and analysis of the qualitative v and quantitative data suggest that building relationships with freshman students can facilitate their transition to high school, encourage them to be engaged in the classroom, and help them connect to their new environment. The implications of the study provide valuable evidence to support educators to put greater emphasis on building relationships with freshman students. Future studies should explore the influence of building relationships with freshman students in a suburban district.
|Commitee:||Hayes, Norris, McDaniels, Cynthia|
|School:||Southern Connecticut State University|
|School Location:||United States -- Connecticut|
|Source:||DAI-A 82/1(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Secondary education, Educational sociology|
|Keywords:||Connection to school, Engagement, Motivation, Ninth grade, Student-teacher relationships, Transition|
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