THE IMPACT OF TEACHER INTERACTION IN THE AVID PROGRAM
Date
2018-12
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Abstract
A great amount of research has shown the importance of the teacher-student relationship,
especially as it relates to students’ academic, and social and emotional outcomes. Pianta (1999) explains that the relationship between children, teachers, and non-parental adults have a significant role in the students’ development of competencies, their social and emotional wellbeing, and their willingness to participate in school regularly. Ellerbrock, Abbas, DiCicco, Denmon, Sabella, and Hart (2015) also agree that through meaningful relationships grounded in genuine care, educators nurture a responsive classroom environment that can help set the foundation for student success. This study examines the relationship between Advancement Via Individual Determination (AVID) students in grades 11 and 12 and their AVID teachers. Participants of the study were from five local high schools in one school district. Data was collected from students surveyed on their relationship with their AVID teachers of whom they have had over their AVID career. Measurements such as using a Likert scale survey and focus group interviews were used to determine the influence the participants’ AVID teacher(s) had on the participants’ academics, social and emotional growth, and a willingness to attend school regularly. Results of the measuring tools reveal a strong correlation between the relationship of
the AVID teacher and the impact it has on the participant, especially the positive influence in academics and social and emotional outcomes.