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Section 2
Situations Involving Students: Communication,
Transportation, and Physical Contact

Question 2 | Test | Table of Contents

Connecticut State Department of Education

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- Connecticut State Department of Education. (January 2015). Ethical and Professional Dilemmas for Educators. Connecticut State Department of Education. 1-47.

Update
School and Teacher Information,
Communication and Technology (ICT)
Readiness Across 57 Countries:
The Alignment Optimization Method

- Wu, R., Yang, W., Rifenbark, G., & Wu, Q. (2023). School and Teacher Information, Communication and Technology (ICT) readiness across 57 countries: The alignment optimization method. Education and information technologies, 28(2), 1273–1297.

Peer-Reviewed Journal Article References:
Holdaway, A. S., & Becker, S. P. (2018). Sluggish cognitive tempo and student–teacher relationship quality: Short-term longitudinal and concurrent associations. School Psychology Quarterly, 33(4), 537–546. 

Kim, J. (2021). The quality of social relationships in schools and adult health: Differential effects of student–student versus student–teacher relationships. School Psychology, 36(1), 6–16

Li, Y., Hughes, J. N., Kwok, O.-m., & Hsu, H.-Y. (2012). Evidence of convergent and discriminant validity of child, teacher, and peer reports of teacher–student support. Psychological Assessment, 24(1), 54–65.

López, V., Benbenishty, R., Astor, R. A., Ascorra, P., & González, L. (2020). Teachers victimizing students: Contributions of student-to-teacher victimization, peer victimization, school safety, and school climate in Chile. American Journal of Orthopsychiatry, 90(4), 432–444.

Toussieng, P. (1969). Teachers and differences. American Journal of Orthopsychiatry, 39(5), 730–734.

Wang, M.-T., Brinkworth, M., & Eccles, J. (2013). Moderating effects of teacher–student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690–705. 

Weymouth, B. B., & Buehler, C. (2018). Early adolescents’ relationships with parents, teachers, and peers and increases in social anxiety symptoms. Journal of Family Psychology, 32(4), 496–506. 

Worell, J., & Oakley, D. R. (2000). Teaching as transformation: Resolving ethical dilemmas in feminist pedagogy. In M. M. Brabeck (Ed.), Psychology of women book series. Practicing feminist ethics in psychology (p. 167–186). American Psychological Association.

QUESTION 2
Scenario 1 Electronic Communications with Students, what responses/actions will result in a more positive outcome, and what proactive measures might be considered? To select and enter your answer go to Test.