Zeitschriftenartikel zum Thema „Teacher-student relationships – United States – Periodicals“
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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.
Der volle Inhalt der QuelleS.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.
Der volle Inhalt der QuelleWoo, 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.
Der volle Inhalt der QuelleOreshkina, 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.
Der volle Inhalt der QuelleSwanson, 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.
Der volle Inhalt der QuelleWu, 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.
Der volle Inhalt der QuelleKirk, 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.
Der volle Inhalt der QuelleMartino, 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.
Der volle Inhalt der QuelleCoelho, 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.
Der volle Inhalt der QuelleSullivan, 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.
Der volle Inhalt der QuelleFischer, Christian, Brandon Foster, Ayana Mccoy, Frances Lawrenz, Chris Dede, Arthur Eisenkraft, Barry J. Fishman, Kim Frumin und Abigail Jurist Levy. „Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics“. Teachers College Record: The Voice of Scholarship in Education 122, Nr. 2 (Februar 2020): 1–64. http://dx.doi.org/10.1177/016146812012200202.
Der volle Inhalt der QuelleArmstrong, Ashley N., und Timothy F. Slater. „Influence of Karen Immigrant Students on Teachers’ Instructional Decisions in the Rural United States“. Education Sciences 14, Nr. 6 (06.06.2024): 612. http://dx.doi.org/10.3390/educsci14060612.
Der volle Inhalt der QuelleKeedy, John L. „The Twin Engines of School Reform for the 1990s: The School Sites and National Coalitions“. Journal of School Leadership 4, Nr. 1 (Januar 1994): 94–111. http://dx.doi.org/10.1177/105268469400400108.
Der volle Inhalt der QuellePowell, Arthur, und Marilyn Frankenstein. „In His Prime: Dirk Jan Struik Reflects on 103 Years of Mathematical and Political Activities“. Harvard Educational Review 69, Nr. 4 (01.12.1999): 416–47. http://dx.doi.org/10.17763/haer.69.4.7x6m4n161g081105.
Der volle Inhalt der QuelleNichols, Janet Alys, William Dee Nichols und William H. Rupley. „Teacher efficacy and attributes on the implementation of tiered instructional frameworks“. International Journal of Evaluation and Research in Education (IJERE) 9, Nr. 3 (01.09.2020): 731. http://dx.doi.org/10.11591/ijere.v9i3.20625.
Der volle Inhalt der QuellePizana, Ruby F. „Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms“. International Journal of Multidisciplinary: Applied Business and Education Research 3, Nr. 9 (13.09.2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.
Der volle Inhalt der QuelleKreer, Mikhail, Tatiana Skazochkina und Aleksandr Skazochkin. „Methodological Map as a New Element of the Diagnostic System of Personnel Training for Modern Economy“. Science Management: Theory and Practice 3, Nr. 3 (28.09.2021): 45–60. http://dx.doi.org/10.19181/smtp.2021.3.3.2.
Der volle Inhalt der QuelleGallo, Sarah, und Andrea Ortiz. „“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico“. Teachers College Record: The Voice of Scholarship in Education 122, Nr. 8 (August 2020): 1–40. http://dx.doi.org/10.1177/016146812012200810.
Der volle Inhalt der QuelleFlanders, James R. „Textbooks, Teachers, and the SIMS Test“. Journal for Research in Mathematics Education 25, Nr. 3 (Mai 1994): 260–78. http://dx.doi.org/10.5951/jresematheduc.25.3.0260.
Der volle Inhalt der QuelleWang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan und Kieu Anh Do. „School climate, victimization, and mental health outcomes among elementary school students in China“. School Psychology International 39, Nr. 6 (26.11.2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.
Der volle Inhalt der QuelleNadelson, Louis S., Jennifer Throndsen, J. Eric Campbell, Melanie Arp, Melanie Durfee, Kami Dupree, Tyler Poll und Sydnie Schoepf. „Are They Using the Data? Teacher Perceptions of, Practices with, and Preparation to Use Assessment Data“. International Journal of Education 8, Nr. 3 (01.09.2016): 50. http://dx.doi.org/10.5296/ije.v8i3.9567.
Der volle Inhalt der QuelleZhang, Kexin. „Comparative Analysis of Chinese and American Mode of Classroom Instruction on Youths Employment Adaptability“. Lecture Notes in Education Psychology and Public Media 30, Nr. 1 (07.12.2023): 239–46. http://dx.doi.org/10.54254/2753-7048/30/20231687.
Der volle Inhalt der QuellePratt, Comfort. „Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest“. Journal of Language Teaching 4, Nr. 1 (22.02.2024): 16–25. http://dx.doi.org/10.54475/jlt.2024.003.
Der volle Inhalt der QuelleGrant, Donald E., und Jerell B. Hill. „Activating Culturally Empathic Motivation in Diverse Students“. Journal of Education and Learning 9, Nr. 5 (17.08.2020): 45. http://dx.doi.org/10.5539/jel.v9n5p45.
Der volle Inhalt der QuelleSuparman, Deasy, Riana Sahrani und Soemiarti Patmonodewo. „MOTIVASI BELAJAR BAHASA MANDARIN REMAJA AWAL: PERAN SELF-EFFICACY, PARENTAL INVOLVEMENT, DAN TEACHER STUDENT RELATIONSHIP“. Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, Nr. 1 (13.04.2019): 259. http://dx.doi.org/10.24912/jmishumsen.v3i1.3560.
Der volle Inhalt der QuellePaul, Lissa, Heather Ferretti, Veronica Lee und Kerry Shoalts. „Teaching in the time of COVID“. Book 2.0 11, Nr. 1 (01.08.2021): 81–93. http://dx.doi.org/10.1386/btwo_00045_1.
Der volle Inhalt der QuelleNelson, Joseph Derrick. „Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color“. Teachers College Record: The Voice of Scholarship in Education 118, Nr. 6 (Juni 2016): 1–30. http://dx.doi.org/10.1177/016146811611800608.
Der volle Inhalt der QuelleVolungis, Adam M., und Katie Goodman. „School Violence Prevention“. SAGE Open 7, Nr. 1 (Januar 2017): 215824401770046. http://dx.doi.org/10.1177/2158244017700460.
Der volle Inhalt der QuelleSchles, Rachel Anne, und Madeline Chastain. „Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training“. Journal of Visual Impairment & Blindness 117, Nr. 1 (Januar 2023): 62–73. http://dx.doi.org/10.1177/0145482x221149980.
Der volle Inhalt der QuelleIngle, W. Kyle, Namok Choi und Marco A. Munoz. „School leaders' preferences for teacher applicant characteristics in a large urban school district“. Journal of Educational Administration 59, Nr. 5 (07.06.2021): 615–33. http://dx.doi.org/10.1108/jea-10-2020-0213.
Der volle Inhalt der QuelleZheng, Qiao, Lingyan Li, Huijuan Chen und Susanna Loeb. „What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?“ Educational Administration Quarterly 53, Nr. 3 (03.05.2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
Der volle Inhalt der QuelleAhmad Zabidi Abd Razak, Mazzlida Mat Deli, Suhaibah Mukhtar,. „Evolution of the Scholarly Landscape in Teacher Leadership Research: A Bibliometric Examination of Literature from 2014 To 2023“. Tuijin Jishu/Journal of Propulsion Technology 44, Nr. 3 (11.09.2023): 4016–33. http://dx.doi.org/10.52783/tjjpt.v44.i3.2198.
Der volle Inhalt der QuellePratt, Comfort. „Spanish teachers’ perceptions about their positive impact on their students to maintain their interest“. Journal of Language Teaching 3, Nr. 5 (30.04.2023): 1–11. http://dx.doi.org/10.54475/jlt.2023.010.
Der volle Inhalt der QuelleLee, Jaekyung. „Two Worlds of Private Tutoring: The Prevalence and Causes of After-School Mathematics Tutoring in Korea and the United States“. Teachers College Record: The Voice of Scholarship in Education 109, Nr. 5 (Mai 2007): 1207–34. http://dx.doi.org/10.1177/016146810710900507.
Der volle Inhalt der QuelleKim, Yoonjeon. „Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction“. Teachers College Record: The Voice of Scholarship in Education 120, Nr. 7 (Juli 2018): 1–42. http://dx.doi.org/10.1177/016146811812000706.
Der volle Inhalt der QuelleGill, Michele Gregoire, und Bobby Hoffman. „Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction“. Teachers College Record: The Voice of Scholarship in Education 111, Nr. 5 (Mai 2009): 1242–73. http://dx.doi.org/10.1177/016146810911100506.
Der volle Inhalt der QuelleGeorge, B. „Legal Aspects of Ethical Decision-Making in the Event of Sexual Harassment and Discrimination in the Workplace“. Business Ethics and Leadership 3, Nr. 4 (2019): 34–42. http://dx.doi.org/10.21272/bel.3(4).34-42.2019.
Der volle Inhalt der QuelleYoon, Susan, Jessica Koehler Yom, Zhitong Yang und Lei Liu. „The Effects of Teachers’ Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development“. Teachers College Record: The Voice of Scholarship in Education 119, Nr. 4 (April 2017): 1–32. http://dx.doi.org/10.1177/016146811711900407.
Der volle Inhalt der QuelleBraden, Eliza G. „Navigating Black Racial Identities: Literacy Insights from an Immigrant Family“. Teachers College Record: The Voice of Scholarship in Education 122, Nr. 13 (April 2020): 1–26. http://dx.doi.org/10.1177/016146812012201310.
Der volle Inhalt der QuelleTran, Ly Thi. „Teaching and Engaging International Students“. Journal of International Students 10, Nr. 3 (15.08.2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Der volle Inhalt der QuelleRahardjo, Budi, Fachrul Rozie und Jessika Maulina. „Parents’ Role in Children's Learning During and After the Covid-19 Pandemic“. JPUD - Jurnal Pendidikan Usia Dini 16, Nr. 1 (30.04.2022): 69–84. http://dx.doi.org/10.21009/jpud.161.05.
Der volle Inhalt der QuelleAlbeck, Gustav. „Den unge Grundtvig og Norge“. Grundtvig-Studier 37, Nr. 1 (01.01.1985): 47–66. http://dx.doi.org/10.7146/grs.v37i1.15941.
Der volle Inhalt der QuelleAmorim Neto, Roque do Carmo, Nancy Golz, Meaghan Polega und Douglas Stewart. „The Impact of Curiosity on Teacher–Student Relationships“. Journal of Education, 23.07.2020, 002205742094318. http://dx.doi.org/10.1177/0022057420943184.
Der volle Inhalt der QuelleO'Shea, Cailen. „How Relationships Impact Teacher Job Satisfaction“. International Journal of Modern Education Studies 5, Nr. 2 (21.09.2021). http://dx.doi.org/10.51383/ijonmes.2021.114.
Der volle Inhalt der QuelleSchnorr, Donna L., und Sherri L. Franklin-Guy. „The Role of Emotion Regulation and Teacher and School-Based Practices on Teacher-Student Relationships“. International Journal of Learning and Teaching 10, Nr. 2 (2024). http://dx.doi.org/10.18178/ijlt.10.2.234-240.
Der volle Inhalt der QuelleWashington-Nortey, Melissa, Terri N. Sullivan, Rihana Ahmed, Jelani Crosby, Albert Farrell, Kevin Sutherland und Stephanie Hitti. „Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships“. Journal of Early Adolescence, 19.09.2023. http://dx.doi.org/10.1177/02724316231199225.
Der volle Inhalt der QuelleClark‐Gareca, Beth, und Teresa Bruno Warkentin. „Memory and relationships: A look into teachers' recollection of supervisory feedback“. TESOL Journal, 24.03.2024. http://dx.doi.org/10.1002/tesj.823.
Der volle Inhalt der QuelleCalkins, Leona, Peter Wiens, Jessica Parker und Rebecca Tschinkel. „Teacher Motivation and Self-Efficacy: How do Specific Motivations for Entering Teaching Relate to Teacher Self-Efficacy?“ Journal of Education, 06.01.2023, 002205742211423. http://dx.doi.org/10.1177/00220574221142300.
Der volle Inhalt der QuelleHandler, Laura, Teresa Petty und Amy Good. „Supporting teacher learning during the professional development experience: The case of national board certification“. Current Issues in Education 22, Nr. 3 (07.12.2021). http://dx.doi.org/10.14507/cie.vol22iss3.1976.
Der volle Inhalt der QuelleS. Lee, Seungah, und Leena Zahir. „Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar“. Gulf Education and Social Policy Review (GESPR), 01.07.2021. http://dx.doi.org/10.18502/gespr.v2i1.9308.
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