Reflecting on Jung-Sook Lee’s study of teacher-student relationship and academic performance

Written by: Simon Bayliss
4 min read
Simon Bayliss considers the impact of reading Jung-Sook Lee's research on the factors that make a difference to students' learning, behaviour and engagement with learning. Prior to becoming a teacher, I trained and worked as a paramedic within the NHS. Throughout my time as a paramedic, one rule was always paramount: engage with research. During my training, entire units of study were given over to what was termed 'evidence-based practice' within medicine; reading contemporary studies into medical treatments, being able to weigh and judge best evidence and applying it into my day-to-day working life were crucial. Even with something so seemingly constant as the human body, things changed; whether it was the best way to treat a cardiac arrest, the management of heart attacks using blood-thinning drugs or the recognition of the subtle signs of illness in children, things changed. Being able to use evidence to inform my practice made me more effective, more aware and more able to promote

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This article was published in May 2017 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.

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