Capstone/Dissertation Title

Facing the biological imperative in the gifted classroom: the implications of attachment theory upon teacher/student relationships and learning

Term

2008

Capstone

Thesis

Degree Name

MAEd

Abstract

The research question addressed is, what are the implications of attachment theory upon student/teacher relationships and learning? This capstone sought to look at the teacher student relationship in the classroom and how the student's internal construct of trust is developed from their first relationship: the relationship with their parents. A baby's need for allies is an evolutionary survival mechanism affecting all future relationships and the capacity for resilience when facing adversity. Eight student participants were interviewed in this qualitative study. The author looks at their experience of school in light of both secure and insecure attachments. The results have ramifications for teachers as the need for early intervention and patience are addressed.

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