Annotated Bibliography
Annotated Bibliography
Macy Hanson
EDUC 500
Liberty University
1
Annotated Bibliography 2
Annotated Bibliography- Teacher Relationships
Crosnoe, R., Johnson, M. K., & Elder, G. H. (2004). Intergenerational bonding in school:
The behavioral and contextual correlates of student-teacher relationships.
Sociology of Education, 77(1), 60-81. doi:10.1177/003804070407700103
Crosnoe looked at the correlation between bonding and academic/social success
in schools. Students that didn't for a bond with a teacher and felt alienated were more
likely to have behavioral problems and failure both socially and academically. It also
found that the more a student bonds with a teacher, the fewer discipline problems and the
better they do academically.
They did find that there was a limitation to their study. Students that were better
behaved had a higher likelihood of bonding with a teacher. In part, this was because a
teacher had limited conflict with the student but also because they were more inclined to
bond. In the end, they found that alienation was detrimental to a students success in the
classroom.
Doumen, S., Koomen, H. M. Y., Buyse, E., Wouters, S., & Verschueren, K. (2012).
Teacher and observer views on student–teacher relationships: Convergence across
kindergarten and relations with student engagement. Journal of School
Psychology, 50(1), 61-76. doi:10.1016/j.jsp.2011.08.004
This article focused on how a teacher/student relationship changes with younger
ages. Like over articles it looked at closeness, conflict, and dependency. They had similar
findings as MacFarland. What they found was that an observer might not agree that a
relationship is close but a teacher might say it is very close. It shows how every
Annotated Bibliography 3
relationship is different with every student and just becomes someone doesn't show love
and affection doesn't mean it is not there.
Gwernan‐Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson‐Coon, J.,
Rogers, M., . . . Ford, T. (2015). ADHD, parent perspectives and parent–teacher
relationships: Grounds for conflict. British Journal of Special Education, 42(3),
279-300. doi:10.1111/1467-8578.12087
A group of researchers compiled research from six different studies to see how
ADHD affected teacher/student relationship and also teacher/parent relationships. It
showed that parent/teacher relationships were more negative. It showed dashed
expectations, more conflict, and more resistance. It also showed an increased level of
stress for the student with ADHD that included signs of physical stress such as losing
eyelashes and physically lashing out. The researchers did add that there was both merits
and limitations to the study. They claim that the research had a narrow scope and focused
only on the negative relationships and disregarded the positive.
Henderson, D. X., & Guy, B. (2017). Social connectedness and its implication on
student-teacher relationships and suspension. Preventing School Failure:
Alternative Education for Children and Youth, 61(1), 39-47.
doi:10.1080/1045988X.2016.1188365
This article looked at out of school suspensions and the ramifications of
teacher/student relationship. It found that students with zero social connectedness to a
teacher were more likely to have another suspension. The students who had access to
their teachers through different means had a more positive relationship with their teacher
and were less likely to have a suspension again. They found that teachers that went out of
Annotated Bibliography 4
their way to connect with the suspended students reported a more positive relationship
than teachers that just sent homework.
McFarland, L., Murray, E., & Phillipson, S. (2016). Student–teacher relationships and
student self-concept: Relations with teacher and student gender. Australian
Journal of Education, 60(1), 5-25. doi:10.1177/0004944115626426
This article shows how student/teacher relationship is affected by closeness,
conflict, and dependency. They found that a higher level of closeness provided a higher
level of engagement in the classroom. The opposite is true about conflict. The more
conflict in the relationship the lower a child's engagement and the less cooperation there
is. Students with a higher dependency showed lower classroom independence but higher
cooperation and involvement.
This article also goes into how a student's relationship with a teacher can affect their self-
concept. It shows that when teachers are affectionate, emotionally available, and
supportive the children tend to have a more positive self-evaluation. If the relationship is
the opposite, then the student starts to develop a negative self-image.
Skipper, Y., & Douglas, K. (2015). The influence of teacher feedback on children's
perceptions of student–teacher relationships. British Journal of Educational
Psychology, 85(3), 276-288. doi:10.1111/bjep.12070
This Study looks at the way a teacher provides feedback to a student and how it
affects the teacher/student relationship. There were two experiments performed. One of
the experiments had 145 9-11-year-olds and the second experiment had 98 7-11-year-
olds. The reason why this study is so important is that it shows how important it is for a
teacher to not only understand a student academic needs but also their emotional needs. It
Annotated Bibliography 5
is easy to give positive feedback to a student, but many times it is hard to give negative
feedback. It is especially hard with students that have a more difficult time in an
academic setting. This study shows ways to provide negative feedback without
diminishing the child.
