Purposeful educational relationships : grade 7 students' perceptions of authentic engagement

This study explores how developing purposeful relationships with students fosters engagement. Grade seven students were surveyed, interviewed, and given the opportunity to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI), the students took a closer look at attitudes, teaching skills and the relationship with an enjoyable teacher and added their own personal experiences to research-based examples of factors contributing to engagement. The results confirm that developing purposeful relationships contribute to raising student engagement and yield numerous examples of what students value. These examples were compiled and highlight that there is an undeniable human aspect to teaching. Building purposeful relationships does not solve all school related issues but provides students with a more positive outlook on schooling.

Authors

• de Grandpré, Sylvie
• University of Lethbridge. Faculty of Education

• Students -- Attitudes
• Teacher-student relationships
• Appreciative inquiry
• Teachers -- Attitudes
• Dissertations, Academic

Identifier

hdl:10133/2589

OAI identifier oai:identifier

oai:opus.uleth.ca:10133/2589