Whannell, Robert

Whannell, Patricia

2014

The cultural-social theory of cognitive development identifies the importance of social relationships in successful cognitive development and academic achievement in children. This study has continued previous research in a tertiary bridging program at a regional university and examines the role that poor student-teacher relationships had in acting as a barrier to successful academic achievement in secondary school. The major contributors to the poor student-teacher relationships were identified as the perception of a lack of care and support from teachers and differential teacher behaviour based upon the teachers' perception of student academic ability. The impact of these poor relationships resulted in a lower level of academic engagement, ability to cope with the curriculum complexity and academic achievement. The implications in terms of the current standards for Australian teachers is discussed.

Conference Proceedings of the Hawaii International Conference on Education, v.2014, p. 1727-1742

1541-5880

https://hdl.handle.net/1959.11/14001

Hawaii International Conference on Education

The Role of the Teacher in Influencing Student Outcomes in Secondary School

Conference Publication

Publication