Page 212 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 212
ear ly school leaving: contempor ary european perspectives
students who report a negative relationship (Rumberger, 1995). Crosnoe,
Kirkpatrick, Johnson and Elder (2004), Murray and Malgrem (2005) as well
as Pianta and Stuhlman (2004) showed that a positive teacher-student re-
lationship acts as a factor promoting school achievement which has also
been proved to be a preventive factor for ESL (e.g. Garnier, Stein, & Jacobs,
1997; Battin-Pearson et al., 2000; Fortin, Marcotte, Diallo, Potvin, & Royer,
2013). Crosnoe et al. (2004) reported that a positive relationship with teach-
ers helps boost achievement and lowers disciplinary problems among all
students. In other words, the authoritative teaching style helps establish a
positive student-teacher relationship which has been shown as a protective
factor against ESL.
Further, a non-supportive classroom environment helps increase the
risk for ESL (Lessard, Poirier, & Fortin, 2010). According to results from
different studies, non-supportive teacher behaviour characterised by con-
flicts may lead to behavioural problems and school failure (Hamre &
Pianta, 2001; Malecki & Demaray, 2002), which are the two variables di-
rectly linked with ESL (Newcomb et al., 2002). For example, conflicts with
teachers were reported by dropouts as one of the reasons motivating their
decision to leave the school setting before obtaining their diploma (Lessard,
Fortin, Marcotte, Potvin, & Royer, 2009).
Within schools, teachers have a strong influence on the long-term
academic trajectories of their students (Slaughter-Defoe & Rubin, 2001).
Different studies show (e.g. Vallerand & Senecal, 1991; Poirier, Lessard,
Fortin, & Yergeau, 2013) that ESLers were more likely to perceive their teach-
ers to be controlling, unsupportive and uninterested in them. However, the
causal direction is not entirely clear as presumably ESLers are more likely
to have on average lower motivation and less likely to elicit teachers’ enthu-
siasm for their efforts (Poirier et al., 2013).
Development of teaching style
Studies show that teaching styles develop through teachers’ work experi-
ence (Barnas, 2001). Results of some studies which mainly focused on fos-
tering students’ autonomy show teachers can learn how to foster students’
autonomy and integrate it into their daily practice (Reeve, Bolt, & Cai, 1999;
Reeve, Jang, Carrell, Jeon, & Barch, 2004).
The development of one’s teaching style is an ongoing process based
on teachers’ professional growth and students’ characteristics. Before
teachers can attempt to develop more flexible teaching styles, they must
212
students who report a negative relationship (Rumberger, 1995). Crosnoe,
Kirkpatrick, Johnson and Elder (2004), Murray and Malgrem (2005) as well
as Pianta and Stuhlman (2004) showed that a positive teacher-student re-
lationship acts as a factor promoting school achievement which has also
been proved to be a preventive factor for ESL (e.g. Garnier, Stein, & Jacobs,
1997; Battin-Pearson et al., 2000; Fortin, Marcotte, Diallo, Potvin, & Royer,
2013). Crosnoe et al. (2004) reported that a positive relationship with teach-
ers helps boost achievement and lowers disciplinary problems among all
students. In other words, the authoritative teaching style helps establish a
positive student-teacher relationship which has been shown as a protective
factor against ESL.
Further, a non-supportive classroom environment helps increase the
risk for ESL (Lessard, Poirier, & Fortin, 2010). According to results from
different studies, non-supportive teacher behaviour characterised by con-
flicts may lead to behavioural problems and school failure (Hamre &
Pianta, 2001; Malecki & Demaray, 2002), which are the two variables di-
rectly linked with ESL (Newcomb et al., 2002). For example, conflicts with
teachers were reported by dropouts as one of the reasons motivating their
decision to leave the school setting before obtaining their diploma (Lessard,
Fortin, Marcotte, Potvin, & Royer, 2009).
Within schools, teachers have a strong influence on the long-term
academic trajectories of their students (Slaughter-Defoe & Rubin, 2001).
Different studies show (e.g. Vallerand & Senecal, 1991; Poirier, Lessard,
Fortin, & Yergeau, 2013) that ESLers were more likely to perceive their teach-
ers to be controlling, unsupportive and uninterested in them. However, the
causal direction is not entirely clear as presumably ESLers are more likely
to have on average lower motivation and less likely to elicit teachers’ enthu-
siasm for their efforts (Poirier et al., 2013).
Development of teaching style
Studies show that teaching styles develop through teachers’ work experi-
ence (Barnas, 2001). Results of some studies which mainly focused on fos-
tering students’ autonomy show teachers can learn how to foster students’
autonomy and integrate it into their daily practice (Reeve, Bolt, & Cai, 1999;
Reeve, Jang, Carrell, Jeon, & Barch, 2004).
The development of one’s teaching style is an ongoing process based
on teachers’ professional growth and students’ characteristics. Before
teachers can attempt to develop more flexible teaching styles, they must
212
