Acceptance and rejection of students by their teachers at different grade levels

• Grant number: 13/02197-6
• Support Opportunities: Scholarships in Brazil - Master
• Effective date (Start): July 01, 2013
• Effective date (End): April 30, 2015
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Márcia Helena da Silva Melo
• Grantee: Sarah Izbicki
• Host Institution: Instituto de Psicologia (IP). Universidade de São Paulo (USP). São Paulo , SP, Brazil

Abstract

The entrance in school is the beginning of a critical period in the child development, in which colleges and teachers become important figures with whom he/she can form relationships as well as have diary support. Perceptions, expectations and preferences of teachers can be influenced by several characteristics of the students (academic performance, behavior problems, ethnicity etc.) and are expressed by the teachers through different attitudes taken before the student, which have considerable influences on the cognitive, social and emotional development of those youths. Despite the importance of knowing the teacher-student relationships at different grade levels, the researches concerning the theme deal mainly with a unique grade or age and, in general, refer to children in the first year of elementary school. This study proposes to present a more precise descriptive table of data regarding indicators of rejection and acceptance of students by their teachers, evaluating possible differences in three school years from different grade levels. In the questionnaire that will be used teachers will indicate three students who he/she would maintain in his/her class and three who he/she would not maintain, explaining the reasons of those indications. It is expected that with the analysis of the questionnaires - to be applied to approximately 90 teachers equally distributed among first and fifth years of elementary school and first year of high school - the scope of knowledge concerning teacher-student relations will be enlarged, enabling delineations of interventions that aim to improve them through the modifications of the behaviors of the people involved.