Student Teacher Relationships on Math Achievement: Examining Special and General Education Teachers

• In Event: Division C Section 1C: Promoting Success in Mathematics Education

Abstract

The importance of mathematics in early grades has been well established. Two variables that may predict mathematics achievement are student-teacher relationships (STR) and teacher type (general and special educators). The current study investigated the interaction between STR and teacher type on mathematics achievement using a nationally representative dataset. Multilevel modeling controlling for student-, teacher-, and school-level factors found that both STR and teacher type were strongly associated with math achievement. There were also two statistically significant moderation effects between close, less conflictual STR and teacher type on student math achievement suggesting that close, less conflictual STR are beneficial for all students but are especially beneficial when occurring between students and special education teachers.

Authors

• Amanda Olsen, The University of Texas - Arlington

• Ambra Green, The University of Texas - Arlington

• John Romig, University of Texas at Arlington