In this video Dr. Katerina Schenke shares her thought-provoking research, recently published in the journals, Learning and Instruction and Learning and Individual Differences. Her two articles are: “To the means and beyond: Understanding variation in students’ perceptions of teacher emotional support” and “From structure to process: Do students’ own construction of their classroom drive their learning?” Schenke states, “The dimension of emotional support seems to matter a lot for how kids think about their classroom – more so than other aspects such as classroom organization and instructional support.”
The dimension of emotional support seems to matter a lot for how kids think about their classroom – more so than other aspects such as classroom organization and instructional support.
Her work makes headway into our understanding of the impact teacher attitudes and expectations have on student performance, specifically, in relation to student perceptions. Notably, Schenke has found that there is no one single approach that affects all kids the same way. In the future, she is interested in finding the key aspects of teachers’ motivational practices, beliefs, and instructional practices that make the most difference for struggling students.