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Abstract

From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence, and agency. Through consultation and systems level advocacy, school psychologists can use these themes as starting points for improving the instructional context for both students and teachers.

Keywords

agency competence ecological systems motivation school psychology teacher-student relationships

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Instructional context and student motivation,learning,and development: Commentary and implications for school psychologists

Abstract

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