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Direct linkSofie van der Meij; Myrte Gosen; Annerose Willemsen – Classroom Discourse, 2024
Data from whole-class discussions in Dutch upper primary school show that teachers occasionally explicitly take downgraded epistemic stances through epistemic disclaimers such as 'ik weet het niet' (English: "I don't know (it)"), which contrasts with their institutionally assigned epistemic authority. In the current study, we have…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Role, Teacher Student Relationship
de Swart, Fanny; Burk, William J.; van Efferen, Esther; van der Stege, Heleen; Scholte, Ron H. J. – Journal of Emotional and Behavioral Disorders, 2023
This longitudinal study examined bidirectional associations between special education pupils' teacher-child relationship characteristics (quality, satisfaction, and conflict), classroom structure, and behavioral problems (externalizing and attention-hyperactivity). A secondary goal was to investigate the extent to which severity of behavioral…
Descriptors: Teacher Role, Special Education Teachers, Teacher Student Relationship, Behavior Disorders
ten Bokkel, Isabel M.; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; de Castro, Bram Orobio; Colpin, Hilde – European Journal of Developmental Psychology, 2021
Many children who are victimized by their peers do not tell their teachers. Subsequently, teacher intervention and support are not likely to take place. To investigate the role teachers can play to promote disclosure by victimized students, we examined (1) the prevalence of disclosure to teachers, and (2) the extent to which teachers' responses…
Descriptors: Bullying, Victims, Teacher Role, Self Disclosure (Individuals)
