LEADER 05584nam 2200685 a 450 001 9910786716803321 005 20230803025913.0 010 $a1-118-66115-X 010 $a1-118-66112-5 035 $a(CKB)2670000000353307 035 $a(EBL)1173084 035 $a(SSID)ssj0001056582 035 $a(PQKBManifestationID)11671418 035 $a(PQKBTitleCode)TC0001056582 035 $a(PQKBWorkID)11037049 035 $a(PQKB)11096326 035 $a(MiAaPQ)EBC1173084 035 $a(Au-PeEL)EBL1173084 035 $a(CaPaEBR)ebr10691486 035 $a(CaONFJC)MIL484657 035 $a(OCoLC)850147271 035 $a(MiAaPQ)EBC7147512 035 $a(Au-PeEL)EBL7147512 035 $a(EXLCZ)992670000000353307 100 $a20130506d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeacher-student relationships toward personalized education$b[electronic resource] /$fBeth Bernstein-Yamashiro, Gil G. Noam, issue authors 205 $a1st ed. 210 $aSan Francisco $cJossey-Bass$d2013 215 $a1 online resource (137 p.) 225 1 $aNew directions for youth development : theory, practice, research,$x1533-8916 ;$vno. 137 (Spring 2013) 300 $aDescription based upon print version of record. 311 $a1-118-66066-8 320 $aIncludes bibliographical references and index. 327 $aTitle page; Copyright page; Contents; Issue Authors' Notes; What is a personalized school environment? What are teacher-student relationships?; A move to personalized school environments; The challenge of personalization and teacher-student relationships; Executive Summary; Chapter One: Teacher-student relationships: A growing field of study; Chapter Two: Relationships, learning, and development: A student perspective; Chapter Three: Learning together: Teaching, relationships, and teachers' work 327 $aChapter Four: Youth development practitioners and their relationships in schools and after-school programsChapter Five: Establishing and maintaining boundaries in teacher-student relationships; Chapter Six: The role of a student support system and the clinical consultant; Chapter Seven: Working with teachers to develop healthy relationships with students; Chapter Eight: A dialogue between an educator and psychologist; 1: Teacher-student relationships: A growing field of study; Adolescent emotional challenges; School structures challenge meaningful teacher-student interaction 327 $aRelationships and school dropoutAcademic outcomes; Environments that enable positive teacher-student relationships; Relationships and the struggle over boundaries; Conclusion; 2: Relationships, learning, and development: A student perspective; Teacher-student relationships and the personalized classroom; Student anxiety in the classroom; Teacher-student relationships and academic motivation; Teacher-student relationships and students' socioemotional development; Adult mentors; Teacher-student relationships as students progress; Carving out identities; Socioemotional skills; Conclusion 327 $a3: Learning together: Teaching, relationships, and teachers' workRelationships as instrumental to teaching and learning; Relationships as professional responsibility; Relationships as intrinsically rewarding; Challenges and dilemmas of these relationships: Becoming overly involved; Conclusion; 4: Youth development practitioners and their relationships in schools and after-school programs; Quantity and quality of relationships; Teachers and nonteacher educators; The youth development practioner: Educator, mentor, connector; Youth development workers, boundaries, and training 327 $a5: Establishing and maintaining boundaries in teacher-student relationshipsThe challenge of teacher-student relationships; Students' perspective on boundaries in relationships; Allow relationships to emerge organically; Be cautious when asking about students' personal lives; Make self-disclosure intentional; Behave in age-appropriate ways; Do not play favorites; Draw clear boundaries in close relationships; Maintain objectivity; Express care appropriately; Self-care and distance; Create clear expectations; Draw boundaries in social media environments; Conclusion 327 $a6: The role of a student support system and the clinical consultant 330 $a Explore the complexity of teacher-student relationships in secondary school settings and learn how these largely unscripted relationships function for students and teachers in their learning and socioemotional development. For teachers, the relationships provide a foundation for pedagogical and curricular endeavors and lead to their increased investment in students' growth, development, and academic success. Students who have such relationships feel more comfortable in their learning environments, interested in the material, and motivated to perform well. We discuss what these r 410 0$aNew directions for youth development ;$vno. 137. 606 $aTeacher-student relationships 606 $aIndividualized instruction 615 0$aTeacher-student relationships. 615 0$aIndividualized instruction. 676 $a370.15 700 $aBernstein-Yamashiro$b Beth$01501503 701 $aNoam$b Gil G$01479286 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786716803321 996 $aTeacher-student relationships toward personalized education$93728639 997 $aUNINA