Bridging Research, Critical reading, and Teaching in the classroom

There have been a wide variety of research articles probing the topics of how students can be
supported to achieve their potential and engage in school. A big subset of these articles focuses on
special needs students, where student teacher relationships have been shown to be a big factor in
achieving positive learning environments and outcomes. Capern and Hamilton (2014) delve into the
hows of creating positive student teacher relationships and, via researching a small group of
students, enumerate specific teacher behaviours which promote these for gifted secondary [GS]
students and emotional and behaviour disordered [EBD] students. The recommendations are then
incorporated into a lesson plan in the key learning area (KLA) of science. The learning activities are
open to modification, so I use the recommendations in order to streamline the plan more toward
improving achievement for GS and EBD students.

Whereas there has been much research that shows the importance and effects of student teacher
relationships, there is a dearth of literature for differentiating development of relationships for
different student groups (Capern & Hamilton, 2014). GS students are at risk of underachievement
due to poor engagement, low academic self-perception and poor motivation. EBD students tend to
have high dropout rates, get lower grades, and have higher probabilities of being diagnosed with a
learning disorder (Capern & Hamilton, 2014). Socio-emotionally, GS students tend toward
depression, while EBD students show low levels of engagement and are at high risk for juvenile
delinquency (Capern & Hamilton, 2014). Increasing importance has been placed in research
literature regarding the needs of GS and EBD students but there is a lack of literature on the effect of
student teacher relationships on outcomes for these groups as well as how to actually build them up
(Capern & Hamilton, 2014).

GS and EBD students will be present in almost all the KLAs in a secondary school. This means that
this research is valid and useful to help build engagement and provide academic and life-skills
support across KLAs. My KLA, specifically, is Science. According to the BOSTES syllabus for stage 4,

Students develop their scientific understanding through using and applying the processes
of Working Scientifically. Teachers choose contexts to assist students make meaning of and
integrate the content. (Content strands Years 7-10, n.d., para 19,20)

The syllabus also generally states that for both gifted students, as well as those with special learning
needs, teaching, learning and assessment strategies should be adjusted to help them achieve
(Gifted and Talented students, n.d.; Students with special education needs, n.d.). Improving
student teacher relationships and gaining all the advantages mentioned above for GS and EBD
students, as well as other students, is therefore something which furthers the BOSTES requirements
and this improvement will also mean for significant academic and socio-emotional gains in students
of all categories, especially GS and EBD.

Capern and Hamilton (2014) state that the role of student teacher relationships is crucial in building
academic and socio-emotional achievement in GS and EBD students. Capern appears to have been a
doctorate student whose thesis was based on the same topic (Capern, 2013) at the time the article
was published. Based on the fact that he has not authored or co-authored any further papers, his
researching abilities are not well established. This problem is further highlighted as his co-author, or
research supervisor, in this paper, Lorraine Hammond, favours research which focuses on literacy for
dyslexic and early learners (Dr. Lorraine Hammond, n.d.), not secondary GS or EBD students per se.
This calls for a higher level of critical analysis when reading the article. However, based on their
background they seem to be proponents of researching educational support for those students with
special needs (Gall et al, 2015).

Capern and Hamilton (2014) state the findings of many research studies which show a strong
correlation between student teacher relationships and academic as well as socio-emotional
development. They go on to further emphasize these relationships for Gifted students by delineating
studies by Masten (2001) and McLoyd (1998) which show that positive relationships with at least
one non-parental adult is a protective factor against depression. These studies, however, do not
precisely pinpoint student teacher relationships as a big factor for improving GS students
development. There are more references which support the furthering of student teacher
relationships when it comes to EBD students, with a multitude of research indicating that these
relationships are crucial to their success (Capern & Hamilton, 2014). Capern and Hamilton (2014) cite
one paper by Alder (2002) where they state that perceptions of positive teacher behaviour can vary
across sociocultural contexts. Other studies have also derived data which agrees with this (Brok et al,
2010), and that gender can also matter when it comes to perception of teacher behaviours (Quek et
al, 2005) and it is a little bit of a setback that Capern and Hamilton do not fine-tune across different
ethnic, socio-cultural backgrounds or gender as class composition in Australia varies across
ethnicities and gender. Hence, generalizing their study to other schools might be harder as they have
not taken this into consideration. They do explicitly state that more research is needed in order to
explore student teacher relationships across different settings and contexts.

Capern and Hamilton (2014) undertook a mixed-methods research in order to derive those teacher
behaviours which GS students and EBD students most valued in school. They worked with two gifted
programmes and two EBD programmes in Western Australia secondary schools over an 18 month
period. They gave all students the Student Teacher Relationship Survey Student model which had
70 items on it. These items were scored on a Likert scale of 1 (very strongly disagree) to 6 (very
strongly agree). Further to these items, there were open ended questions at the end of the survey to
probe for further teacher behaviours which might contribute to better relationships. The
quantitative survey had a Cronbachs alpha score of 0.96 and hence display high reliability. This is
compared favourably with other similar work (Wilkins, 2006; Suldo et al, 2009, cited in Capern &
Hamilton, 2014). Within each programme, six random student volunteers were chosen to form focus
groups to discuss and validate the survey findings. Apparently, of the two gifted programmes, one
programme had no volunteers, so the findings for the GS students can possibly be less trustworthy
(Gall et al, 2015) than for the EBD students. The focus groups, meeting 30-60 minutes each, were a
platform for the students to discuss teacher behaviours that supported their specific needs in the
academic, personal, and emotional fronts and how those behaviours enhanced student teacher
relationships (Capern & Hamilton, 2014). This, using evidence from Merriam (1998) and Mathison
(1998) as cited in the article, helped triangulate and verify the data collected in the surveys.
However, the paper does not display sufficient intensity of data collection (Gall et al, 2015, p. 565)
as it fails to explain how many times the focus groups met and how it was spaced out over the 18
month period. This, in my opinion, is a major failing, as if the students only voiced their opinions
after tests or in the beginning of the 18 month period, does not help validate their findings. Also, the
researchers fail to show how they sought to reflect the emic perspective of the highly emotional GS
and EBD students (Gall et al, 2015, p. 565).

Using a coding system by Bogden and Biklen (1998) as cited in Capern and Hamilton (2014), the
transcripts of the focus groups were coded and categorised to reveal three main themes for each of
the GS and EBD groups. The three themes of the teacher behaviours valued by the GS students
included promoting academic success, being approachable (including having a sense of humour),
and treating students fairly and equally (Capern & Hamilton, 2014 p. 53). All these behaviours were
exemplified through cataloguing various discussions with four of the six GS students in the focus
groups, and given that this is not a thesis, there is a good array of exemplars in order to provide a
thick description (Gall et al, 2015, p. 566). The three themes of teacher behaviours valued by the
EBD students included having a warm/friendly disposition, talking with and listening to students,
and supporting student learning (Capern & Hamilton, 2014, p.56). However, some of the exemplars
provided for EBD students, such as the quote from Brian (p. 58) do not clarify the theme so much as
they are not well worded.

The two sets of themes were then compared and contrasted in order to help teachers identify those
which could help both GS and EBD students, as well as those which would help one group over the
other. A nice graphical diagram was presented to help visualise this, but there were some errors,
both in spelling and in repetition of points, which harmed the display of reliability in the findings
(Capern & Hamilton, 2014, p. 60). The behaviours which both groups agreed on were fair treatment
of students, being approachable and treating students with respect. GS students valued academic
support foremost, while EBD students wanted more caring and patient, intimate support from their
teachers. Capern and Hamilton (2014) identified other literature which supported their findings and
had similar conclusions regarding the underlying themes. This study went one level further in order
to highlight exact teacher behaviours which would perpetuate these themes and thus filled a gap in
the literature. However, when it comes to a more intimate relationship with the students, which is
actually frowned upon by BOSTES and the Australian Professional Standards for Teachers [APST]
(Australian Institute for Teaching and School Leadership, 2011), the exact line of how far the teacher
can go in order to help EBD students while staying honourable to the tenets in the APST in unclear in
the paper.
The chosen lesson plan was created by the Australian Science Teachers Association [ASTA] for years
9-10 (ASTA, n.d.). The lesson plan goes into detail regarding putting the students in groups working
together to create a presentation about Wegeners work, researching and presenting, and then
extending the activity to add in a debate between groups who have different findings. There are also
multiple online resources and worksheets that students are expected to work through individually.
The outcomes are clearly detailed regarding what the students need to learn and be able to express
in terms of geophysical terms and understandings when This lesson plan works well with the
BOSTES syllabus goal of Working Scientifically (Content strands Years 7-10, n.d.). However, there
are still avenues where Capern and Hamilton (2014)s research findings can be included.

Some teacher behaviours recommended for GS students are to allow students to work at their own
pace, and provide extra-curricular activities to extend their learning, while showing them how to
improve (Capern & Hamilton, 2014). Points 2, 4, and 6 in the core mentioned in the lesson plan
above, give the teacher opportunities to put these points into play by encouraging those students
who wish to, to pick specific points which perk their interest and go further in-depth, providing other
resources online or in books which might help them, and then providing a presentation to the class
which will help all the students present. As long as the teacher ensures that each of 2, 4, and 6 are
picked by some students at-least and then allowing those students who pick the same topic to work
together to create a final presentation for each point, the objectives will still be met, while allowing
for the GS students to work to their pace, and go further in-depth as they are all working on only one
of the points in the time allotted for three.

Some teacher behaviours recommended for EBD students are to avoid being dictatorial, give step-
by-step and/or one on one instruction as needed. The teacher would need to get feedback from
each of the students as to which core point 2, 4, or 6 they are choosing to pursue. Then, based on
how much input they ask from the teacher, the latter can work in small groups of students who are
after the same information or individually to ensure that the EBD students get the understanding
they need. This leaves the teacher to give freedom to the GS students to pursue depth within a
structure where further resources are available to them while giving the teacher time to work
closely with the EBD students.

In the end of the lesson, each group working on 2, 4, and 6 would disseminate their knowledge to
the class through some form of presentation, hence upholding the lessons objectives.

In conclusion, Caper and Hamilton (2014), although not targeting a specific KLA, provide a good set
of recommendations that can be adapted by any teachers who are ready to apply research in their
daily teaching pedagogies. Their findings about GS and EBD students and how to help them aided me
in tailoring the science lesson plan chosen in order to provide a more supportive learning
environment for the students in question and also gave me a starting point to do some action
research in my own classroom.
References

Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian Professional
Standards for Teachers. Melbourne, VIC: AITSL. Retrieved from
http://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf.

Australian Science Teachers Association. (n.d.). Unit 2. Plate Tectonics: Develop a Theory. Retrieved
from http://scienceweb.asta.edu.au/years-9-10/unit2/lesson-two/yr910-unit2-lesson-two.html

Brok, P., Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacherstudent
interpersonal relationship on student outcomes for students with different ethnic
backgrounds. British Journal of Educational Psychology, 80(2), 199-221.

Capern, T. (2013). Exceptional connections : a cross-cultural exploration of the actual teacher

behaviours that contribute to positive relationships with gifted secondary students and secondary
students with emotional/behavioural disorders. Retrieved from http://ro.ecu.edu.au/theses/539

Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students
and students with emotional/behavioural disorders: Giving these diverse learners what they
need. Australian Journal of Teacher Education, 39(4), 3.

Content strands Years 7 - 10. (n.d.). Retrieved from

http://syllabus.bostes.nsw.edu.au/science/science-k10/content-strands-7-10/

Dr. Lorraine Hammond. (n.d.). Retrieved from

https://www.ecu.edu.au/schools/education/staff/profiles/senior-lecturers/dr-lorraine-hammond

Gall, M.D., Gall, J.P., & Borg, W.R. (2015). Applying educational research. How to read, do and use
research to solve problems of practice (7th edition). Hoboken, New Jersey: Pearson Education Inc.

Gifted and Talented Students. (n.d.). Retrieved from

http://syllabus.bostes.nsw.edu.au/science/science-k10/gifted-and-talented-students/

Quek, C. L., Wong, A. F. L., & Fraser, B. J. (2005). Teacher-student interaction and gifted students'
attitudes toward chemistry in laboratory classrooms in singapore. The Journal of Classroom
Interaction, 40(1), 18-28. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/223165920?accountid=36155

Students with special education needs. (n.d.). Retrieved from

http://syllabus.bostes.nsw.edu.au/science/science-k10/students-with-special-education-needs/