Classroom Relationships With Adolescents: What Do They Look Like and How Much Do They Matter?

• In Event: Supporting Young Adolescents' Learning

Abstract

This study investigated classroom relationships while implementing a model of literacy instruction which included thematic, interdisciplinary units that focused on real-world problems and were connected to students’ backgrounds and interests. Using observation, interviews and video analysis, the authors investigated the impact on reading achievement and motivation with adolescents in an intervention setting. Results of the student highlight the environment and pedagogical approach in two classrooms using the same intervention model, who nevertheless created very different instructional climates and relationships, producing very different results in motivation and reading achievement scores. The results suggest implications for developing and supporting teachers who can create strong relationships.

Authors

• Margaret Rintamaa, University of Kentucky

• Susan Cantrell, University of Kentucky