Exploring the Dynamic Interplay Between Expectations, Relationships, and Instruction: A Case Study (Poster 23)

• In Event: AERA Poster Session Thursday 8:00 a.m.
  In Poster Session: Focusing on Teachers and Student-Teacher Interactions

Abstract

Limited work has studied how teacher beliefs and expectations for students and teacher-student relationships together inform the specific instructional choices teachers make when working with individual students. In this case study, we first captured how a teacher made sense of participating students’ motivation and ability, and how he described the relationship he had with each student. Next, we interviewed students about their motivational experiences in the teacher’s class. We then observed 5 class sessions to capture how the teacher interacted with and provided instruction to each student while they completed a summative unit project. Our results offer insight into the dynamic and reciprocal relationship between teacher expectations, teacher-student relationships, and instructional practice.

Authors

• Alyssa Emery, Iowa State University

• Rebecca Louick, Eastern Michigan University