Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom

By A. Gregory, Michael B. Ripski. 2008

339 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/060423a4220658f43a7b9d2dd360830c0570e59e

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, background): “Past research suggests that Black students develop less trust and exhibit less cooperation with teachers who do not get to know them personally (Gregory & Ripski, 2008).”
Attachment in the Classroom (2009, background): “In yet another study, Black youth were cooperative and engaged in the classrooms of teachers who focused on building trusting relationships with students; the same youth were suspended from another teacher’s classroom for defiance (Gregory and Ripski 2008).”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “…teachers of authority and meaning-making and that both the ambiance of the school community and the achievement of pedagogical goals are to a great extent dependent on the success of the negotiations between these actors (Gregory & Ripski, 2008; Schweinle et al., 2008; Van Petegem et al., 2006).”
The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, background): “In one study, teachers who reported using a relational approach to classroom management that included getting to know students personally were more likely to engender a sense of trust from their students and experienced fewer classroom behavior problems (Gregory & Ripski, 2008).”
Teachers’ Role in Students’ Learning at a Project-Based STEM High School: Implications for Teacher Education (2020, background): “…has shown that as students move into higher grades (from primary to secondary levels), they exhibit less interest and engagement in learning but strong teacher-student relationships involving trust and respect mitigate this disengagement (Gregory & Ripski, 2008; LaRusso, Romer, & Selman, 2008).”
“Tolerating” Adolescent Needs: Moving Beyond Zero Tolerance Policies in High School (2009, background): “Some teachers may prioritize offering support as a way to gain legitimacy and trust in their authority (Gregory & Ripski, 2008).”
Whiteness as Property: Innocence and Ability in Teacher Education (2014, neutral): “Though many teachers subscribed to a relational approach, one that focused on building trust between the teacher and student (Gregory and Ripski 2008), the teachers’ views of these young women of color with disabilities as criminals limited the impact of this approach.”
Promoting Educators’ Use of Culturally Responsive Practices: A Systematic Review of Inservice Interventions (2018, neutral): “…(CRP) in diverse, urban classrooms (Au, 2009; Auerbach, 2009; Bonner & Adams, 2012; Epstein, Mayorga, & Nelson, 2011; Garza, 2009; Gay, 2002, 2012; Gregory & Ripski, 2008; Ladson-Billings, 1994, 1995; Lalas, 2007; Nieto, 2013; Phillippo, 2012; Risko, Walker-Dalhouse, 2008; Sampson &…”
What Can Student Perception Surveys Tell Us About Teaching? Empirically Testing the Underlying Structure of the Tripod Student Perception Survey (2016, background): “The level of cooperation among students and their teacher may provide student information on teacher effectiveness in the most unequivocal manner (Gregory & Ripski, 2008).”