Thematische Bibliographien / Teacher-student relationships – United States – Periodicals

Auswahl der wissenschaftlichen Literatur zum Thema „Teacher-student relationships – United States – Periodicals“

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Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 28. Juli 2024

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Zeitschriftenartikel zum Thema "Teacher-student relationships – United States – Periodicals"

Bear, George G., Chunyan Yang, Joseph Glutting, Xishan Huang, Xianyou He, Wei Zhang und Dandan Chen. „Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States“. International Journal of School & Educational Psychology 2, Nr. 4 (02.10.2014): 247–60. http://dx.doi.org/10.1080/21683603.2014.883342.

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S.Yoon, Jina. „TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY“. Social Behavior and Personality: an international journal 30, Nr. 5 (01.01.2002): 485–93. http://dx.doi.org/10.2224/sbp.2002.30.5.485.

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Students' misbehavior has been consistently linked to teachers' reports of stress. The purpose of this study was to investigate whether or not teacher stress, negative affect, and self-efficacy predict the quality of student-teacher relationships. Participants included 113 elementary (K-5th) teachers in a metropolitan area in the United States. A survey method was used to measure teacher perceptions in working with difficult students and their relationships with students. Negative teacher-student relationships were predicted by teacher stress. Significant correlations were found among negative affect, teacher stress and negative relationships. Implications for teacher support and continuing education issues are discussed.

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Woo, Hansol. „Teacher leadership and student achievement in South Korea and the United States“. Korean Comparative Education Society 32, Nr. 4 (30.09.2022): 109–42. http://dx.doi.org/10.20306/kces.2022.9.30.109.

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[Purpose]This study examines the relationship between teacher leadership (TL) and student achievement in the US and Korea. TL is defined by two primary practices: (a) supporting professional learning of peers (i.e., collaboration, coordination) and (b) influencing school decisions (i.e., distributed leadership, decision-making responsibility). [Methods]Using the 2015 PISA data, this study utilized hierarchical linear modeling (HLM) to analyze the TL practices by comparing the two countries. [Results]The present study found that the two TL practices (i.e., peer learning and decision-making) were weakly correlated to each other in both countries. HLM analysis indicated that only decision-making responsibility was statistically related to higher student achievement in the US. In Korea, collaboration was negatively related to student achievement, while coordination was positively associated with student achievement. [Conclusion]The implications for theory and policy were discussed, including the concept of TL and the complex natures of the relationships between TL and student achievement in different countries.

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Oreshkina, Maria, und Katherine Greenberg. „Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students“. Journal of Pedagogy / Pedagogický casopis 1, Nr. 2 (01.01.2010): 52–66. http://dx.doi.org/10.2478/v10159-010-0009-2.

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Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The researchers also used Buber's "I-Thou" concept as an interpretive lens to further understand the meanings of teacher-student relationships. The study concludes that the teacher-student relationship is one of the fundamental themes of the teaching experience and is common for teachers from different countries.

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Swanson, Elise, und Gary Ritter. „Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers“. Journal of School Leadership 28, Nr. 5 (September 2018): 642–70. http://dx.doi.org/10.1177/105268461802800504.

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One of the greatest challenges faced by school leaders across the United States is the recruitment of high-quality educators, and many programs have been developed to address this problem. This study evaluates one such program. We evaluate the Arkansas Teacher Corps (ATC), an alternative teacher certification program that places teachers in high-needs schools in Arkansas. We measure teacher effectiveness through classroom observations and student surveys. We form our comparison group by matching ATC Fellows with 1–2 similar teachers in the same school who were not certified through ATC. We use multivariate regression to examine differences between ATC Fellows and comparison teachers on multiple dimensions of teaching. Students rate ATC teachers as significantly more effective on teacher-student relationships in class, teacher-student relationships out of class, and class engagement. Third-party observers detect no significant differences.

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Wu, Yin. „Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China“. International Education Studies 9, Nr. 12 (28.11.2016): 61. http://dx.doi.org/10.5539/ies.v9n12p61.

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<p class="apa">This study intends to compare and contrast student and school factors that are associated with students’ mathematics self-efficacy in the United States and China. Using hierarchical linear regressions to analyze the Programme for International Student Assessment (PISA) 2012 data, this study compares math self-efficacy, achievement, and variables such as math teacher support and socioeconomic status (SES) between 15-year-old students in the U.S. and in Shanghai, China. The findings suggest that on average, students from Shanghai showed higher math self-efficacy and better achievement than those of American students. However, at the student level, similar positive relationships between math teacher support and math self-efficacy and between SES and math self-efficacy were found in both locations. That is, in the U.S. and Shanghai, an increase in math teacher support predicts an increase in math self-efficacy, also higher SES is significantly associated with higher math self-efficacy. In addition, at the school level, the smaller difference in American students’ math self-efficacy between higher SES school and lower SES school indicates that the U.S. is more equitable between schools than Shanghai, China in terms of students’ math self-efficacy. Implications from this study indicate that improving teacher support in math class and narrowing the gap in students’ self-efficacy related to school-level SES is a significant issue for the U.S. and Shanghai, China respectively.</p>

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Kirk, Chris Michael, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott und Elle Park. „The Empowering Schools Project“. Youth & Society 49, Nr. 6 (13.01.2015): 827–47. http://dx.doi.org/10.1177/0044118x14566118.

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In an education system marred by inequity, urban schools in the United States are faced with the challenge of helping students from marginalized groups succeed. While many strategies have been tried, most are built on deficit-based models that blame students and teachers for a lack of achievement and ignore the role of power within the school setting. Building on the body of research on school climate, critical pedagogy, and empowering settings, the present study developed a model of student empowerment using a case study of an ethnically diverse urban high school in the midwestern United States. Participant observation, focus groups, and interviews were utilized to identify classroom and school characteristics related to student empowerment. Students reported equitable teacher–student relationships, integrated student leadership, and shared decision making. Similarly, school staff reported high staff empowerment and sense of community. The Student Empowerment Model is a useful framework for school improvement, adding “power” to the broader literature on school climate and extending the work on empowering settings to schools.

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Martino, Lisa M. „Postsecondary Teacher Quality and Student Achievement in Florida's Career Certificate Programs Using a Causal-Comparative Study“. Career and Technical Education Research 46, Nr. 1 (31.05.2021): 16–33. http://dx.doi.org/10.5328/cter46.1.16.

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Teacher quality and student achievement have shown positive relationships in prior studies of elementary and secondary grade levels in the United States. However, postsecondary career and technical education (CTE) teacher quality and student achievement is an understudied topic. According to the literature, teacher quality is measured by pedagogical knowledge, level of education, and professional development. For postsecondary CTE teachers, occupational experience is a hiring requirement for teacher quality. Student achievement is measured by test scores and graduation rates. Postsecondary career certificate programs usually have a summative evaluation with an industry-specific certification test, which assesses the student's employability in the program's field of study by industry standards. The purpose of this retrospective causal-comparative study was to examine the relationship between postsecondary CTE teacher quality and student achievement in Florida's career certificate programs. An online survey was conducted with 203 postsecondary CTE teachers in Florida. Findings revealed a statistically significant positive relationship between the level of pedagogical knowledge and educational degree attainment of postsecondary CTE teachers and students' passing an industry certification test. This finding is consistent with prior studies in K-12 grade levels. Recommendations include increasing the pedagogical knowledge and educational degree attainment of postsecondary CTE teachers to improve student learning outcomes.

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Coelho, Jeffrey D. „Student Perceptions of Physical Education in a Mandatory College Program“. Journal of Teaching in Physical Education 19, Nr. 2 (Januar 2000): 222–45. http://dx.doi.org/10.1123/jtpe.19.2.222.

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Written critical incidents were collected from students (n = 236) to investigate their perceptions of physical education at the United States Military Academy. Fourteen students were interviewed to provide perceptions beyond the confines of a specific incident. The data were classified into three themes: (a) teacher and teacher behaviors; (b) curriculum, program features, and subject matter; and (c) social interaction and behaviors of students. Within the first theme, encouragement, additional instruction, and demonstrations were the most frequently perceived positive influences. Inappropriate grading, public embarrassment, and adversarial relationships between teachers and students were the most frequently perceived negative influences. The positive influences within the curriculum theme were overcoming fear, relevance, and challenge. The negative influences were unfair grading standards, irrelevant content, and injury. Support and encouragement, acceptance, and effective leadership were the top ranked positive perceptions within the third theme. Poor leadership and lack of sportsmanship were associated with negative perceptions.

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Sullivan, Terri N., Elizabeth A. Goncy, Rachel C. Garthe, Megan M. Carlson, Kathryn L. Behrhorst und Albert D. Farrell. „Patterns of Dating Aggression and Victimization in Relation to School Environment Factors Among Middle School Students“. Youth & Society 52, Nr. 7 (26.04.2019): 1128–52. http://dx.doi.org/10.1177/0044118x19844884.

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This study examined relations between patterns of dating aggression and victimization and school environment factors among 4,114 early adolescents attending 37 middle schools in four sites in the United States (51% Black, non-Hispanic, 21% Hispanic, and 17% White). Latent class analyses revealed a five-class solution that differentiated among youth classified as uninvolved (54%), psychologically aggressive victims (18%), aggressors (11%), victims (11%), and aggressive victims (5%). These groups differed in their perceptions of school environment factors, including the quality of student–student and student–teacher relationships, awareness/reporting of violence, school safety problems, and school norms for aggression and nonviolence. Our findings underscore the need for dating violence prevention efforts in early adolescence and the relevance of school environment and more selective interventions.

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Dissertationen zum Thema "Teacher-student relationships – United States – Periodicals"

Armbrust, John Walter. „Perceptions of teacher and student roles : views of Japanese businessmen“. PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/4273.

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Research provides a vast amount of information detailing the learning styles and preferences of learners and the influence of one's culture on that individual's perceptions of the world. Little of that research, however, has been applied to studying the effects of culture on the learner's perceptions of teacher and student roles, specifically in the area of second language learning. What is available often appears in the form of anecdotal descriptions of teaching and learning experiences abroad. A possible reason for the lack of investigation of student views in this area has been the absence of an adequate measuring device with which to gauge the responses of potential informants.

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Adams, George Edward. „Student perceptions of university faculty on the length of enrollment of university students“. Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-07282008-134549/.

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LaPlante, Susan Smith. „Factors Influencing Grade Six Students' Perceptions of Teachers“. Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/LaPlanteSS2003.pdf.

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Ulrich, Kathleen. „Normative teacher and student role behaviors in the U.S. with a contrast to Japan“. PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3651.

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The purpose of this thesis is to (1) discover normative U.S. classroom teacher and student role behaviors; (2) contrast these to one other culture, Japan and (3) anticipate the difficulties both teachers and students would face if placed in a culturally mixed class unaware of the cultural differences between them. This study also (4) extends the issues theoretically beyond the cultural differences between the U.S. and Japan to other cultures.

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Bogdon, Tara. „Achievement in the classroom what teachers can do to increase student learning and reduce achievement gaps /“. Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bogdon_TMIT2010.pdf.

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Espinetti, Gretchen L. „The Third Culture Kid (TCK) Experience: Adult-TCKS’ Reflections On Their Multicultural Childhood, Its Impact On Student-Teacher Relationships In U.S. Classrooms And Their Recommendations For Multicultural Teacher Education In The United States“. Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1300914837.

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Morrison, Mary. „An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)“. Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5311/.

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This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.

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Villalpando, Eugenia P. „Factors influencing perceptions of teachers : the role of locus of control and academic perceptions of self“. Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/871.

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This study examined teacher-student relationships from the perspective of adolescent students. Poor relationships between students and teachers can lead to many negative outcomes, such as school failure and risky behaviors. While this relationship has been analyzed often, it is typically from the point of view of the teacher rather than the student. Individual cognitive appraisals of both efficacy and attribution impact how feedback from teachers is interpreted. Of particular interest is whether individuals attribute academic failures to external sources, such as teachers, which could impact the 5 teacher-student relationship. Determining factors that influence students' perceptions of teachers has implications for both student- and teacher-centered interventions. Data on academic self-efficacy, self-concept, locus of control, and perception of teachers was obtained from a racially diverse population of approximately 500 participants from a Catholic high school in Northern California. Path analysis was used to analyze possible causal relationships. Results indicate that both academic self-efficacy and locus of control significantly impact students' attitudes toward teachers. Locus of control was also found to partially mediate the relationship between academic self-efficacy and perceptions of teachers. Boosting academic self-efficacy will likely improve students' perceptions of their teachers. Attribution retraining is also implicated as an appropriate intervention to improve perceptions of teachers for students with low academic self-efficacy.

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Lofton, Dana Renia. „Guidebook for middle and high school teachers and students in conflict management“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2697.

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The purpose of the project was to design a one-semester core curriculum guidebook for middle and high schools. This curriculum will provide a tool to teach students to manage conflict in middle and high school settings. The curriculum, guidebook and materials developed will establish guidelines that can be used by middle and high school teachers to teach useful conflict management skills.

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Moore, Frances Lynn 1956. „Perspectives on the critical factors for student success in developmental education : instructors and students speak“. Thesis, 2004. http://hdl.handle.net/2152/1135.

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Bücher zum Thema "Teacher-student relationships – United States – Periodicals"

Wade, Gayles Gloria Jean, Hrsg. In praise of our teachers: A multicultural tribute to those who inspired us. Boston: Beacon Press, 2003.

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Wade, Gayles Gloria Jean, Hrsg. In praise of our teachers: A multicultural tribute to those who inspired us. Boston: Beacon Press, 2003.

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C, Board John, Hrsg. A Special relationship: Our teachers and how we learned. Wainscott, NY: Pushcart Press, 1991.

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Davis, Bonnie M. The biracial and multiracial student experience: A journey to racial literacy. Thousand Oaks, Calif: Corwin Press, 2009.

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Katz, Robert A. Elaine's circle: A teacher, a student, a classroom and one unforgettable year. New York: Marlowe & Co., 2005.

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Katz, Robert A. Elaine's circle: A teacher, a student, a classroom and one unforgettable year. New York: Marlowe & Co., 2005.

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Elizabeth, Stone. A boy I once knew: What a teacher learned from her student. Chapel Hill, N.C: Algonquin Books of Chapel Hill, 2002.

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Noddings, Nel. The challenge to care in schools: An alternative approach to education. New York: Teachers College Press, 1992.

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Noddings, Nel. The challenge to care in schools: An alternative approach to education. New York: Teachers College Press, 1992.

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Noddings, Nel. The challenge to care in schools: An alternative approach to education. 2. Aufl. New York: Teachers College Press, 2005.

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Buchteile zum Thema "Teacher-student relationships – United States – Periodicals"

Chalfa Ruyter, Nancy Lee. „A Reinvented Life in the United States as a Teacher, Innovator, and Woman, 1939–1956“. In La Meri and Her Life in Dance, 131–69. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813066097.003.0007.

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This chapter begins with La Meri and Carreras settling into New York City, and the continuation of their professional work. It then focuses on La Meri’s schools and teaching—particularly her Ethnologic Dance Center, which existed from 1942 to 1956. The last section covers her relationships with the three important men in her life: Carreras, who left her in 1944; Charles James Miller, a student and then member of her company; and Peter di Falco, who also began as a student and member of her company. The personal relationship between La Meri and di Falco ran from 1946 to the late 1950s, and they taught, performed, and toured together.

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Duyar, Ibrahim, Keri D. Mina und Jeremy S. Owoh. „Promoting Student Creative Problem-Solving Skills“. In Advances in Educational Marketing, Administration, and Leadership, 78–99. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7772-0.ch005.

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Creative problem solving has emerged as one of the most sought skill sets by employers. The purpose of this chapter was to comparatively examine the relationships between principal instructional leadership, teacher creative practices, and students' creative problem-solving skills in public and private schools in the United States context. Special attention was given to the relationship patterns between variables for the higher (1st quartile) and lower performing (4th quartile) student populations. The data source was the PISA 2012 data sets. Findings showed that there were similarities and differences between the relationships of study variables in two schooling systems. Findings identified similar and different relationship patters between the study variables in these two distinct school settings. Findings also showed relationship patterns differed for lower and higher achieving student groups in each schooling system.

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Thompson, Aaron M., Anna M. Kim und Tanya Weigand. „Social-Emotional Learning“. In The School Services Sourcebook, 57–72. 3. Aufl. Oxford University PressNew York, 2024. http://dx.doi.org/10.1093/oso/9780197603413.003.0005.

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Abstract Many schoolchildren experience social, emotional, and behavioral health challenges in the United States. These challenges affect their academic success, peer and teacher relationships, and overall normal daily life. Suicide rates among teens and youth are also rising, and increased by 57% between 2007 and 2017. The increasing suicide rates have been highly related to increased anxiety and depression among youth. However, 80% of youth in need of mental health supports will never get access to those services. The purpose of this chapter is to examine social-emotional learning and what school support personnel can do to provide youth with the knowledge and skills to be successful in their interpersonal and intrapersonal skills. Evidence-supported universal and targeted social-emotional learning programs at the elementary and secondary levels will be discussed to offer guidance when implementing social-emotional learning programs in school settings. Next, evidence-supported universal and targeted social-emotional Learning programs at the elementary and secondary levels will briefly be described. And lastly, some guidance for student service personnel to consider when implementing social-emotional learning programs in school settings will be offered.

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