Student or educator? Sign up with your school email and get 6 months of Pro free.
CoChat
Sign Up
Cited by 48Educational Environments and Student OutcomesCommunication in Education and HealthcareHigher Education Research Studies

The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.

Building Trust in the Classroom: A Conceptual Model for Teachers, Scholars, and Academic Developers in Higher Education

Open access
Felten, Peter, Forsyth, Rachel, Sutherland, Kathryn A.·2023·Teaching and Learning Inquiry
DOI 10.20343/teachlearninqu.11.20
Open this paper in CoChat — free accountOpen PDF

Abstract

The quality of student-teacher classroom interactions is important to learning, belonging, and success, particularly for students from groups that have been historically excluded from or marginalized in higher education. The literature commonly asserts that one necessary part of high-quality educational interactions (whether in person or online) is trust, but several scholars note that trust has not been systematically explored by scholars of higher education teaching and learning. In this paper, we propose a conceptual framework for identifying and describing teacher-initiated “trust moves” in the classroom, based on both the literature and interviews with teaching faculty in varied contexts. In doing this, we hope to provide a practical resource for teachers to reflect on possible approaches for building trust with students in their own classrooms—and for scholars and academic developers who wish to study or support these efforts.

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.20343/teachlearninqu.11.20

Cites

22 of 22 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Research works printed but not linked: 1

  1. Tierney, William G. 2006. "CHAPTER TWO: The Grammar of Trust." Counterpoints 308: 41-57.

Cited by

See all 48

Related

See all

Metadata

Authors
Felten, P., Forsyth, R., & Sutherland, K. A.
Affiliations
  • Elon University (US)
  • Lund University (SE)
  • Victoria University of Wellington (NZ)
ORCID
Venue
Teaching and Learning Inquiry
Publisher
International Society for the Scholarship of Teaching and Learning
Published
2023-07-09
Volume
11
ISSN
  • 2167-4779 (ISSN-L)
  • 2167-4787
DOI
10.20343/teachlearninqu.11.20
OpenAlex
W4383671551
Cited by
48
References
22
Citations by year
2026: 14 · 2025: 24 · 2024: 9 · 2023: 1
FWCI
35.57
Type
journal article
Language
en
Open access
Licence
Locations
  • Teaching & Learning Inquiry The ISSOTL Journal (publishedVersion, cc-by-nc)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Lund University Publications (Lund University) (submittedVersion)
  • Victoria University of Wellington
Funders
Elon University
Topics
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Education › Higher Education Research Studies
Keywords
trust in the classroom, student-teacher interaction, conceptual framework, university teaching, marginalized students, school belonging, academic developers, faculty reflection, online learning

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

Data sources

Bibliographic data: Semantic Scholar, OpenAlex, Crossref.

Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).

Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.