Click here to download

When does a good teacher make a good lesson? A study on socio-communicative characteristics of teachers in an environmental education program
Author/s:  Marino Bonaiuto, Maria Catalano, Silvia Cataldi, Giulio D’Urso, Stefano De Dominicis, Silvia Faggioli, Paola Perucchini, Irene Petruccelli 
Year:  2019 Issue: Language: Italian 
Pages:  18 Pg. 43-60 FullText PDF:  219 KB
DOI:  10.3280/RIP2019-001003
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

The present study aims to verify if and which didactic and interactive strate-gies implemented by teachers in the classroom, during their lessons, can be a fac-tor related to good teacher-student relationships, as well as a factor related to the development of satisfying relationships among peers. The participants in the study were 201 students. Lessons, conducted on ecological topic, were handled by 15 teachers in 3 different countries. In addition, 17 observers, suitably trained and coming from the different countries involved, attended the lessons. Lessons’ evaluation was carried out through a toolkit (Toolkit for lesson evaluation), which consists in three different forms related to the point of view of different participants: external observers, students and teachers. Students have completed two tools: the SGE Student Grid and the TEP-Q Etero Evaluation. Observers completed the SGE Observer Grid. The multiple regression analysis suggests that teachers’ explanation modality, perceived by the observers, positively predicts the good relationships between teachers and students. Furthermore, teacher’s ef-fective communication and teacher’s attention to the relationship predict good relationships among peers. Finally, the correlation analysis highlights how good relations between students are related with the use of active methodologies by the teacher.
Keywords: Teachers, peer relationships, quality of lesson

  1. McGinnis, E., & Goldstein, A. P. (1997). Skillstreaming the elementary school child: New strategies and perspectives for teaching prosocial skills. USA: Research Press.
  2. Alberts, J. K., Nakayama, T. K., & Martin, J. N. (2015). Human communication in society. UK: Pearson.
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
  4. Bonaiuto, M., & Maricchiolo, F. (2003/2009). La comunicazione non verbale (seconda edizione). Roma: Carocci.
  5. Bronfenbrenner, U. (1979). The ecology of human development. Cambridge MA: Harvard University Press.
  6. Brophy, J. E., & Good, T. L. (1970). Teachers’ communication of differential expectations for children’s classroom performance: Some behavioral data. Journal of educational psychology, 61(5), 365-374.
  7. Bruce, C. D., & Ross, J. A. (2008). A model for increasing reform implementation and teacher efficacy: teacher peer coaching in grade 3 and 6 mathematics. Canadian Journal of Education, 31(2), 346-370., DOI: 10.2307/20466705.
  8. Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. UK: Routledge.
  9. Bruce, C. D., Esmonde, I., Ross, J., Dookie, L., & Beatty, R. (2010). The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement. Teaching and Teacher Education, 26(8), 1598-1608.
  10. Caprara, G. V., Gerbino, M., Luengo Kanacri, P., & Vecchio, G. (2014). Educare alla prosocialità. Teoria e buone prassi. Milano: Pearson Italia.
  11. Castoldi, M. (2010). Didattica generale. Milano: Mondadori Università.
  12. Catalano, M. G., Perucchini, P., & Vecchio, G. M. (2014). The quality of teachers’ educational practices: internal validity and applications of a new self-evaluation questionnaire. Procedia-Social and Behavioral Sciences, 141, 459-464.
  13. D’Alonzo, L. (2012). Come fare per gestire la classe nella pratica didattica. Firenze: Giunti.
  14. Dozza, L. (2006). Relazioni cooperative a scuola: il lievito e gli ingredienti. Trento: Edizioni Erickson.
  15. Dukuzumuremyi, S., & Siklander, P. (2018). Interactions between pupils and their teacher in collaborative and technology-enhanced learning settings in the inclusive classroom. Teaching and Teacher Education, 76, 165-174.
  16. Evertson, C. M. (1994). Classroom management for elementary teachers. Boston: Allyn & Bacon.
  17. Fiske, S. T., Cuddy, A. J. C., & Glick, P. (2007). Universal dimensions of social cognition: warmth and competence. Trends in Cognitive Science, 11, 77-83.
  18. Fives, H., & Alexander, P. A. (2004). Modeling teachers’ efficacy, knowledge, and pedagogical beliefs. Paper presented at the annual meeting of the American Psychological Association. Honolulu, HI.
  19. Flay B.F. (2002). Positive youth development requires comprehensive health promotion programs. American Journal of Health Behaviour, 26, 407-424., DOI: 10.5993/AJHB.26.6.2
  20. Furrer, C. J., Skinner, E. A., & Pitzer, J. R. (2014). The influence of teacher and peer relationships on students’ classroom engagement and everyday motivational resilience. National Society for the Study of Education, 113(1), 101-123.
  21. Galliani, L. (2014). Formazione degli insegnanti e competenze nelle tecnologie della comunicazione educativa. Italian Journal of Educational Research (2-3), 93-103.
  22. Goddard, R. D., Hoy, W. K., & Woolfolk Hoy, A. (2004). Collective efficacy beliefs: theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3-13., DOI: 10.3102/0013189X033003003.
  23. Heneman, H. G., III, Kimball, S., & Milanowski, A. (2006). The Teacher Sense of Efficacy Scale: Validation Evidence and Behavioral Prediction. WCER Working Paper No. 2006-2007. Madison: University of Wisconsin-Madison, Wisconsin Center for Education Research .
  24. Hodge, B. (2014). Teaching as communication. London, UK: Routledge.
  25. Jong, R., Mainhard, T., Tartwijk, J., Veldman, I., Verloop, N., & Wubbels, T. (2014). How pre-service teachers’ personality traits, self-efficacy, and discipline strategies contribute to the teacher–student relationship. British Journal of Educational Psychology, 84(2), 294-310.
  26. Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149.
  27. La Paro, K.M., & Pianta, R.C. (2003). CLASS: classroom assessment scoring system. Charlottesville: University of Virginia Press.
  28. Lehrer, K. (2015). Theory of knowledge. UK: Routledge.
  29. Margiotta, U. (Ed.). (1999). L’insegnante di qualità. Valutazione e performance. Roma: Armando Editore.
  30. Monroe, M. C., Andrews, E., & Biedenweg, K. (2008). A framework for environmental education strategies. Applied Environmental Education & Communication, 6(3-4), 205-216., DOI: 10.1080/15330150801944416
  31. Muijs, D., & Reynolds, D. (2017). Effective teaching: Evidence and practice. New York: Sage.
  32. Muscarà, M., Pace, U., Passanisi, A., D’Urso, G., & Zappulla, C. (2018). The Transition from Middle School to High School: The Mediating Role of Perceived Peer Support in the Relationship between Family Functioning and School Satisfaction. Journal of Child and Family Studies, 27(8), 2690-2698.
  33. Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions of characteristics of effective college teachers: a validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44(1), 113-160., DOI: 10.3102/0002831206298169
  34. Orpinas, P., & Horne, A. M. (2006). Bullying prevention: Creating a positive school climate and developing social competence. Washington, D.C.: American Psychological Association.
  35. Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. UK: Taylor & Francis.
  36. Pace, U., D’Urso, G., & Zappulla, C. (2018). Negative eating attitudes and behaviors among adolescents: The role of parental control and perceived peer support. Appetite, 121, 77-82.
  37. Petruccelli, I., & Fabrizi, A. (2005). Orientarsi per non disperdersi. Una ricerca-intervento sull’educazione tra pari. Milano: FrancoAngeli.
  38. Rogers, C. R. (1973). Libertà nell’apprendimento. Firenze: Giunti.
  39. Šejtanić1i, S., & Ilić, M. (2016). Verbal Interaction betwen Pupils and Teachers in the Teaching Process. European Journal of Education, 2(8), 163-175.
  40. Tian, L., Du, M., & Huebner, E. S. (2015). The effect of gratitude on elementary school students’ subjective well-being in schools: the mediating role of prosocial behavior. Social Indicators Research, 122(3), 887-904.
  41. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17, 783-805., DOI: 10.1016/S0742-051X(01)00036-1.
  42. Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: its meaning and measure. Review of Educational Research, 68(2), 202-248., DOI: 10.3102/00346543068002202
  43. Tsouloupas, C. N., Carson, R. L., & Matthews, R. A. (2014). Personal and School Cultural Factors associated with the perceptions of Teachers’ Efficacy in Handling Student Misbehavior. Psychology in the Schools, 51(2), 164-180.
  44. Van Riel, C. B. M., & Fombrun C. J. (2007), Essentials of Corporate Communication: Implementing Practices for Effective Reputation Management. Front Cover. UK: Taylor & Francis.
  45. Vecchione, M., Alessandri, G., Barbaranelli, C., & Caprara, G. V. (2010). Higher-Order Factors of the Big Five and Basic. Values: Empirical and Theoretical Relations. British Journal of Psychology, 102, 478-498.
  46. Watzlawick, P., Beavin, J. H., & Jackson, D. D. (1971). Pragmatica della comunicazione umana. Roma: Astrolabio.
  47. Woolfolk Hoy, A., & Weinstein, C. S. (2006). Student and Teacher Perspectives on Classroom Management. In C. M. Evertson, & C. S. Weinstein (Eds.), Handbook of Classroom Management. Research, Practice, and Contemporary Issues (pp. 181-219). Mahwah, NJ: Lawrence Erlbaum Associates.
  48. Zhang, L. F. (2004). Thinking styles: university students’ preferred teaching styles and their conceptions of effective teachers. The Journal of Psychology, 138(3), 233-252., DOI: 10.3200/JRLP.138.3.233-252
  49. Zimmerman, B. B., & Paul, D. (2007). Technical communication teachers as mentors in the classroom: Extending an invitation to students. Technical Communication Quarterly, 16(2), 175-200., DOI: 10.1080/10572250709336559
  50. Zeng, S., Benner, G. J., & Silva, R. M. (2016). Effects of a summer learning program for students at risk for emotional and behavioral disorders. Education and Treatment of Children, 39(4), 593-615.

Marino Bonaiuto, Maria Catalano, Silvia Cataldi, Giulio D’Urso, Stefano De Dominicis, Silvia Faggioli, Paola Perucchini, Irene Petruccelli, When does a good teacher make a good lesson? A study on socio-communicative characteristics of teachers in an environmental education program in "RICERCHE DI PSICOLOGIA " 1/2019, pp. 43-60, DOI:10.3280/RIP2019-001003


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content