Development of teacher class relationships in new classes

J.M.G. Brekelmans, M.T. Mainhard, Th. Wubbels, P.J. Brok, den

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    Healthy teacher class relationships are an important aspect of adequate classroom management. It is often assumed that in new classes these relationships become rather stable within several weeks. However, no empirical evidence for this assumption has been offered yet. This paper studies the development of teacher class relationships in 48 unacquainted teacher class combinations by monitoring the relationship during a period of 16 weeks. Relationships are studied by means of class perceptions of teacher’s Influence and Proximity. It appears that on average both dimensions show a significant downward trend.
    Original languageEnglish
    Title of host publicationResearch on schools, neighbourhoods and communities: toward civic responsibility, AERA 2008 Annual Meeting 25-27 March, 2008 New York
    EditorsW.F. Tate, J.D. Anderson
    Place of PublicationWashington DC
    PublisherAmerican Educational Research Association (AERA)
    Publication statusPublished - 2008
    Event2008 Annual Meeting American Educational Research Association, AERA 2008 - New York, United States
    Duration: 24 Mar 200828 Mar 2008


    Conference2008 Annual Meeting American Educational Research Association, AERA 2008
    Abbreviated titleAERA 2008
    Country/TerritoryUnited States
    CityNew York
    Other"Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility"
    Internet address


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