The teachers and their “place” for high school students. Findings from research on academic paths of school success

Authors

  • Dolo Molina Galvañ Universitat de València
  • Nieves Blanco Universidad de Málaga
  • Soledad García Universidad de Sevilla

DOI:

https://doi.org/10.5902/198464447726

Keywords:

School success, Teachers, Teacher-student Relationship, Secondary education, Biographical studies.

Abstract

Several studies about school success confirm that a positive teacherstudent relationship can favor a strong engagement to school life. Such studies emphasize the fact that teachers contribute to school success when they combine both a demanding and a supportive attitude towards their students, such attitude arising from a sense of value and trust in their students’ capabilities. This paper examines the different meaning that successful secondary education students give to their academic experience and defines some of the specific features of teaching which help to create a positive school-student relationship.

 

Author Biographies

Dolo Molina Galvañ, Universitat de València

Profesora del Dpto. de Didàctica y Organización Escolar

Nieves Blanco, Universidad de Málaga

Profesora del Dpt. de Didáctica y Organización Escolar

Soledad García, Universidad de Sevilla

Profesora del Dpt. de Didáctica y Organización Escolar

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Published

2013-06-20

How to Cite

Galvañ, D. M., Blanco, N., & García, S. (2013). The teachers and their “place” for high school students. Findings from research on academic paths of school success. Education, 38(2), 265–276. https://doi.org/10.5902/198464447726

Issue

educação, v. 38, n. 2, maio/ago. 2013

Section

Continuous Demand

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Declaration of originality

We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).


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This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)