Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Document Type
Article
Publication Date
12-2009
Keywords
Student perceptions of teachers, Teacher–student interactions, Special education, General education, Honors program, Mixed methods, Urban schools, High school
Digital Object Identifier (DOI)
https://doi.org/10.1007/s11256-008-0112-z
Abstract
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning.
Citation / Publisher Attribution
The Urban Review, v. 41, p. 486-503
Scholar Commons Citation
Shaunessy, Elizabeth and Alvarez McHatton, Patricia, "Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education" (2009). Teaching and Learning Faculty Publications. 150.
https://digitalcommons.usf.edu/tal_facpub/150
