Thematische Bibliographien / Teacher-student relationships / Dissertationen
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Dissertationen zum Thema „Teacher-student relationships“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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1

Huggins, Lynda Rose. „Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover student and teacher perceptions about their relationship as it relates to care, respect, and communication. Archived data from Gallop Poll surveys given to 9th grade students at 3 schools (n = 163) demonstrated student perceptions of their relationships with teachers. Additionally, 15 teachers were randomly selected for a focus group interview about rapport with students. The interview transcripts were coded for emergent themes related to the guiding questions. The analysis of the Gallup Poll data included calculation of the mean, standard deviation, median, item score range, mode, and raw-data frequencies/percent for responses to answer the respective research questions. Responses on the survey showed that students perceived a moderate level of bonding with teachers, while the interview data showed that there were issues related to communication with students, administrative support of teachers, and sincerity of teacher care for students. The project outcome is a professional development about communication amongst teacher and students, teachers and teachers, and teachers and administration to improve rapport and reduce the prevalence and impact of adverse events such as dropout and other forms of disengagement.
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Chandler, Jack L. „Conflict in student teacher-cooperating teacher relationships“. Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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3

Blackmore, Jacqueline Hilary. „Teacher-Student Relationships and Student Writing Achievement“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.

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Blackmore, Jacqueline Hilary. „Teacher-Student Relationships and Student Writing Achievement“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.

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Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who contended that social interaction is vital to the development of cognition, a qualitative case study was undertaken consisting of individual interviews with 15 teachers at 6 elementary schools in southwestern Connecticut. Data were collected to address the extent to which a caring community of students can foster positive academic outcomes. Data were analyzed and coded to discover common themes. Results showed that teachers perceived that the social skills taught through the program did increase students writing skills. In addition, students had better listening skills and were more comfortable taking academic risks. This finding supports past social learning theories. Based on these findings, 3 days of professional learning workshops were created with the goals of building student-teacher relationships, creating learner-centered environments, and curtailing bullying. Equipping teachers with this resource will help to create social change by helping students become better communicators in a diverse society, increasing their graduation rates, and preparing them to enter the global workforce of the 21st century.
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5

Arteaga, Michael Anthony. „HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS“. CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.

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This project aims to help teachers learn how to connect with their students of different cultural backgrounds. It is written to help teachers understand how cultural differences can have an unseen effect on student learning and immediacy. In turn, these effects can lead to a lack of motivation and lower levels of success in college obtainment. This project will also have a handbook to help teachers learn about their students’ backgrounds and understand how culture plays a role in the learning process. The handbook will review understanding the demographics of the school, cultural mismatch, cultural communication, and instructional communication. These topics are geared to help teachers gain an understanding of the challenges their students face. When teachers are engaging in the handbook sections and working to overcome educational obstacles, their students may have greater academic success.
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Bussone, Krista Ann D'Albenzio. „Making Friends: Teacher Influence on Students' Peer Relationships“. Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology
Ph.D.
A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
Temple University--Theses
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7

Calhoun, Adam A. „Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation“. University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.

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8

Edgar, Don Wayne. „Structured communication: effects on teaching efficacy of student teachers and student teacher - cooperating teacher relationships“. Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/5975.

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Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.
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Nugent, Tisome. „THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT“. Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.

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The goal of this research was to determine the value and impact of student-teacher interactions in relation to student motivation and achievement. It was further intended that the results of this study would add to the body of knowledge and resources available to enhance the learning experience and influence student success. In order for this to happen, student and teacher perceptions of their interactions were analyzed, as well whether or not this interaction significantly impacted motivation and achievement. The results of this study provided strong arguments in favor of equipping teachers with the appropriate resources and assistance to appropriately meet the needs of their students beyond academic instruction. The slightly negative relationship between motivation and achievement isolated the issue at hand: finding ways to capitalize on these relationships, which will act as catalysts for student achievement The literature review and results of this study found that teacher-student relationships are crucial to student success. Pearson Correlation analysis proved positive correlations between teacher-student interaction and motivation, as well as positive teacher-student interaction and achievement. It however, illustrated a negative relationship between motivation and achievement. Suggested uses for the study included the development of workshops for educators and administrators that may have a positive effect on the proven significance of the teacher-student relationship problem. The results suggest the need for teachers to be provided with appropriate resources and assistance to meet the needs of their students beyond academic instruction. It also suggests providing students and teachers with measurable and attainable goals to create experiences with and exposure to success. Further, there needs to a balance where all students are challenged and where the students who need additional assistance are provided with the appropriate scaffolds.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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10

Miller, Ricketts Amanda Ilene. „Improving Students' Perceptions of Teacher Care Through Teacher Professional Development“. Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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11

Cayanus, Jacob L. „The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation“. Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2428.

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12

Blewett, Kelly. „The Role of Feedback in Teacher/Student Relationships“. University of Cincinnati / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1522319541339018.

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13

Leitao, Natalie C. „Teacher-student relationships in primary schools in Perth“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/196.

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This study investigated teacher-student relationships at Perth metropolitan schools in Western Australia. From the literature, three key social and emotional aspects that affect teacher-student relationships, namely, Connectedness, Availability and Communication, were identified as important to good, positive teacher-student relationships. Data were collected in four parts: (1) through a teacher questionnaire; (2) through a student questionnaire; (3) through teacher interviews; and (4) through student interviews. The three relationship aspects formed the structure of a teacher questionnaire in which ten stem-items were conceptualised from easy to hard - four stem-items for Connectedness, three for Availability, and three for Communication - and answered in three perspectives: (1) an idealistic attitude, this is what I would like to happen; (2) a self-perceived Capability, this is what I am capable of, and (3) Actual Behaviour, this is what actually happens, using three ordered response categories: not at all or some of the time (score 1), most of the time (score 2), and almost always (score 3). The same three aspects formed the structure of a student questionnaire in which ten stem-items were conceptualised from easy to hard and answered in two perspectives: (1)a realistic view, this is what does happen; and (2) an idealistic view, this is what I wish would happen. Questionnaire data were collected from 43 primary teachers concerning 139 teacher-student relationships and 139 primary school students. Interview data were collected from 25 primary teachers and 139 students gave either, or both, a brief written comment and some verbal answers to relationship questions.
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Epperson, Sidney Reins. „Models of Consultation, Referral Problems and the Perceived Effectiveness of Parent and Teacher Consultation“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501027/.

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This study evaluated the school psychologist's perception of effective models of consultation based upon referral problem and parent, teacher, and student response to treatment. Analyses of covariance determined that (a) parents' receptivity and total number of teacher contacts significantly influenced the parents' response to treatment; (b) teacher receptivity and total number of parent contacts significantly affected teachers' response to treatment; (c) students' response to treatment was significantly affected by the model of teacher consultation and the average number of minutes spent with the school psychologists; and (d) students in a Mental Health consultation group responded significantly more favorably than s tudents in Behavioral or Collaborative consultation groups.
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Banfield, Sara Richelle. „The effect of teacher misbehaviors on teacher credibility and affect“. Morgantown, W. Va. : [West Virginia University Libraries], 2003. http://etd.wvu.edu/templates/showETD.cfm?recnum=3098.

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16

Spivey, Cheryl S. „Interpersonal Interactions in Student-Teacher Relationships: Types and Effect on Student Achievememt“. UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/708.

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The purpose of this study was to identify the types of interpersonal interactions, in student-teacher relationships, that have an effect on student achievement. These essential conditions of communication have been labeled: warmth, empathy, respect, genuineness, concreteness, self-disclosure, immediacy, and confrontation. Communication of these conditions, by teachers to students, shows a significant effect on student achievement when observed by classroom researchers. This investigation has also addressed the efficiency of training procedures used with groups of teachers who participated in the research studies, the results of which support the increasing awareness of human-relations development.
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17

Wu, Hanxiao, und 吳晗瀟. „Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209678.

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本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現，是彼此對師生間權力距離的認同並不一樣，東方文化中，權力距離較大，教師更為權威；而西方文化則權力距離較小，學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師，得出結論：中文二語教師還是重視尊師重道的傳統，但對於教師權威已有了與時俱進的理解，面對外國學生,師生互相協商、尊重，從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1）樹立嚴師形象、運用獎懲機制；2）從學生角度考慮，尊重、幫助學生；3）自我提升，贏得學生尊重的方式，來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度，并選擇用以上的方式應對學生挑戰教師權威行為的策略，因素为：成長環境和教學經驗；獎懲制度和職位的肯定；個人性格、師生關係；以及網絡時代的挑戰；教師需要通過不斷進修、學習來提升自我。 本文通過分析跨文化教學中，中文教師的教師權威的理解和態度，應對策略和影響因素，引出思考和啓發：1）教師權威需要被重視和理論化；2）教師權威應在跨文化教學中因應學生的需要而轉變；3）區別對待中外學生的原因在于用不同的方法，達到公平、一視同仁的結果，希望學生的需要得到重視和照顧；4）學校教育與社會的關係意味著教師權威被理論化的重要性；5）當代教育學者應著手將教師權威理論化，從而也能使中文二語教師在跨文化教學中有據可循，重建教師權威。
published_or_final_version
Education
Master
Master of Education
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18

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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Painter, Bryan A. „The impact of school leadership on student engagement and perceptions of teacher-student relationships /“. free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901267.

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20

De, Clercq Loya Marie, und University of Lethbridge Faculty of Education. „Student-teacher rapport in video-conferencing“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.

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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instructors and students of a video-conferenced classroom is the goal of this study. This case of student-teacher rapport in video-conferencing was conducted over a six-week summer course. Data were collected by questionnaire, student and instructor interviews, and class observations from both sites. From these primarily qualitative research techniques, several recurring themes emerged. All of these were central to the establishment and perceptions of an instructor-student rapport. Some of these areas were crucial to this video-conferencing case study and will serve to assist futre educators. The primary result of this case study was that very little rapport was established between the instructor and his students and it was perceived by the instructor and the students that this scant amount of rapport was sufficient. The paramount themes which were revealed include: the lack of name knowledge on the part of the instructor and the students' perception that this was acceptable; the technological problems; the question-asking procedures; and the amount of side-chatter and other off-task behaviours. All of these factors compounded to suppress the existence of an instructor-student rapport in this course. Recommendations for distance educators are included.
xiii, 223 leaves : ill. ; 28 cm.
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21

Jones, William. „The influence of ubiquitous computing on teacher-student relationships“. Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45269.

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The purpose of this study was to develop an understanding of independent school teachers’ perceptions of how a one-to-one computing program influenced various dimensions of the teacher-student relationship and the roles of teachers and students within that relationship. In particular, it examined the impact of ubiquitous computing on the pedagogical role of the teacher and the balance of power and control within the teacher-student relationship. It also investigated how the use of laptops influenced communication patterns between teachers and students and affected the closeness of their relationships. This qualitative study employed a single-site, descriptive case study design. Interviews were conducted with 15 teachers with varying ICT experience across a range of subjects in a suburban, K-12 independent school. The school provided all students in grades 5 – 12 with a personal laptop computer and networked wireless access to the Internet. A variety of theoretical perspectives drawn from the literature on relationship variables and learning theories shaped the context for analysis. Three major findings emerged from the data analysis. Teachers perceived that: 1) the integration of technology altered their pedagogical roles and relationships with respect to the focus and approach of instruction, the subsequent motivation and engagement of students, and the overall classroom dynamics, 2) open access to knowledge enabled by ubiquitous computing served as a catalyst in shifting the balance of power within the teacher-student relationship, 3) online communication helped them to build and maintain closer bonds and stronger relationships with students. Overall, teachers perceived that the use of technology in this setting enhanced teacher-student relationships. This is significant because high quality teacher-student relationships correlate positively with a variety of academic outcomes (Davis, 2006). The findings from this study have implications for teacher education, instructional design, and policy development with respect to technology integration and its potential to support 21st Century learning. Further research in a broader range of educational settings and inclusive of student perspectives would complement this research and assist in further shaping and informing teaching practice in technology-rich learning environments.
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Wells, Leslie Marie. „Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes“. Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for students. Although research has demonstrated that closeness and conflict have an impact on student outcomes, research on the impact in kindergarten is limited. This study examined the associations between STRs characterized by closeness and conflict with reading, mathematics, and behavior outcomes in kindergarten students (n = 97), as well as the moderating effects of gender on these relationships. Results of the full hierarchical regression models indicated that prior reading and mathematics achievement were the strongest predictors of reading and mathematics outcomes. Closeness did not account for any of the variance in reading, mathematics, or externalizing behavior outcomes. Conflict on the other hand, was a small significant predictor for reading and mathematics outcomes, and a large significant predictor for externalizing behavior outcomes. Implications of these findings and suggestions for future research are discussed.
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Pia, Juliette. „Communication strategies teachers use to build successful relationships with students“. Online pdf file accessible through the World Wide Web, 2010. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Pia_JMIT2010.pdf.

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24

Herriman, Mark E. „The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?“ Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.

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A positive teacher-student relationship is known to have many benefits for teachers and students alike, such as improving student wellbeing, academic engagement and performance, and school retention rates, reducing incidents of bullying, as well as protecting teachers from burnout and stress. However, there is no clear framework of strategies for starting and maintaining relationships with students, particularly in secondary schools in Australia. This research sought the opinions of students, secondary teachers, parents and school counsellors of what a productive and positive teacher-student relationship was and what they thought were the strategies for teachers to start and maintain such a relationship. These data facilitated the construction of a comprehensive framework, the Student-Teacher and Relationship Formation Framework (STARF), to document strategies for starting and maintaining teacher-student relationships as articulated by key stakeholders.
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Bischoff, Ann Elizabeth. „Exploring connections among teacher expectations, student/teacher relationships, intrinsic motivation and self-efficacy“. The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406633909.

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26

Modlin, Cheryl Dix. „Student -teacher relationships and their effect on student achievement at the secondary level“. ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/624.

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Previous research has demonstrated that adolescent learning increases with a proactive type of student-teacher relationship. However, due to the lack of common expectations for a positive student-teacher relationship, a disconnection occurs for some students, who then may become disengaged at school and may not reach their full potential academically, socially, or developmentally. This mixed method sequential, exploratory design focused on a Midwestern secondary school of approximately 250 students. The disconnection between students and teachers was addressed by investigating positive student-teacher relationships; student achievement; and the connection between student-teacher relationships and achievement. Qualitative data were collected using focus groups of students and teachers who explored characteristics of positive student-teacher relationships and of student achievement. These data were then analyzed using data reduction that selected, focused, simplified, abstracted, and transformed the data as they appeared in field notes. Quantitative data were then collected using a survey that examined student perceptions of student-teacher relationships and their potential effect on student achievement. Descriptive analysis of survey data revealed themes that were then contrasted against the qualitative data. The overarching theme that emerged from the triangulated data suggested most students perceived that a relationship existed between student achievement and relationships they had with teachers, while most teachers' perceptions were in contrast to the students' perceptions. The research demonstrated that if students and teachers connect in the classroom with a more unified approach to building and sustaining positive student-teacher relationships, a more-prepared individual emerges contributing to the community, the workforce and society at large.
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Toale, Mary C. „Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
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Bailey, Lynn Russell. „Teacher perceptions of student support team and response to intervention“. Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.

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Lumpa, Dale. „Correlates with teacher and student satisfaction in elementary and middle schools /“. free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841200.

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Hellmann, Boris. „Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibility“. Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1973.

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Patrick, Angela Scott. „An examination of teacher workplace satisfaction and student achievement“. Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/fall2007/angela_s_patrick/Patrick_Angela_S_200708_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Education Administration, under the direction of Barbara Mallory. ETD. Electronic version approved: December 2007. Includes bibliographical references (p. 139-154) and appendices.
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Price, Beverly Pearson Witte Maria Margarita. „Teacher perceptions of the impact of professional development and teacher-student relationships on school climate“. Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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James, Anthony William. „The nature of the relationships between the child, their parents and teachers within a primary school, working together to meet the needs of chiildren defined as having "special educational needs."“. n.p, 2000. http://oro.open.ac.uk/18850.

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Shung, King-yin. „The impact of ICQ on teacher-student communication“. Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196350X.

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Wong, Mei-yee, und 黃美儀. „Teacher-student power relations in primary schools in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hdl.handle.net/10722/209119.

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This qualitative case study explores power relations between teacher and students in a classroom-based teaching and learning process. Sixteen Grade Four and Five classes in four Hong Kong primary schools were studied to determine how teachers and students experience and exercise power in classrooms in the context of Hong Kong, and how that power is expressed in such varied combinations. Observations, individual interviews and document analysis were the main data collection methods employed. The study identifies three major patterns in teacher-student power relations in 73 observed classroom lessons: Pattern I (Teacher Domination); Pattern II (Equal Opportunity for Power Sharing); and Pattern III (Student Self-Empowerment). Pattern I classrooms demonstrated student disempowerment, while Pattern II and III classrooms were characterised by teacher-initiated and student-initiated student empowerment, respectively. The study finds that, in each power pattern, teachers and students play a variety of classroom roles (teachers as rule- and textbook-enforcer, learning-facilitator and learning-assistant; students as rule- and learning-follower, learning-partner and master of learning) and adopt different power strategies (manipulation, giving-power and standing-back among teachers; compliance, cooperation, and self-governance among students). The study also identifies six players/forces (facilitating factors) shaping teacher-student power distribution: (a) the cultural value of respect for authority and for teachers; (b) the Curriculum Reform initiative and the promotion of student-centric teaching modes; (c) school policies and cultures; (d) subject nature and curriculum contents; (e) teachers; and (f) students. Based on its findings, the study suggests viewing teacher-student power relations in the context of Hong Kong as a reflection of multileveled intertwined interactions. This interpretation implies that teacher-student classroom interactions are affected by various factors in a wider context, rather than mutual effects between teacher and students alone; each factor involved in a multileveled context (classrooms, schools, education system, and Hong Kong society) shapes teacher-student power relations. The coexistence of the three identified power patterns and the related empowering and disempowering situations is the result of the individual and collective effects of the six facilitating factors. This empirical study supplements the understanding of teacher-student power relations in the context of Hong Kong by proposing a theoretical framework that relates to the local socio-cultural, educational and school contexts. The study suggests the need for further explorations of teacher-student power relations at other school levels in Hong Kong and in other cities in mainland China or elsewhere. Additional potential directions for future research include an exploration of the development of student empowerment inside and outside of the classroom in a purposive case school and an exploration of teacher-student power relations in specific subjects.
published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Yip, Tsz Yan. „Hong Kong teacher-student communication in politeness theories“. HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/379.

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Keane, Kjrsten. „The Role of Email in Faculty-Student Relationships Toward Understanding Engagement and Retention“. Fogler Library, University of Maine, 2007. http://www.library.umaine.edu/theses/pdf/KeaneKV2007.pdf.

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Lau, Hang-fong. „A case study on student initiation to participate in classroom teacher-student interaction in secondary school“. [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553239.

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Buford, Angela M. „Perception Becomes Reality: Student-Teacher Relationships and Verbally Aggressive Messages“. Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1294261855.

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Foote, Donald Jackson. „Building positive student-teacher relationships through middle school advisory programs“. Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1481676661&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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Solomon, C. Bernard. „The relationships among middle level leadership, teacher commitment, teacher colllective efficacy, and student achievement“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4722.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 9, 2007) Vita. Includes bibliographical references.
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Kralina, Linda M. „Enhancing science education through extracurricular activities a retrospective study of "Suzy Science and the Whiz Kids©" /“. Diss., St. Louis, Mo. : University of Missouri--St. Louis, 2009. http://etd.umsl.edu/r3781.

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Brown, Timothy Reid. „Moral self-concept of Public and Christian school teachers in an Atlanta metropolitan area county“. Lynchburg, Va. : Liberty University, 2006. http://digitalcommons.liberty.edu.

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Fyock, James A. „The effect of the teacher's worldviews on the worldviews of High School seniors“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Preuss, Michael David. „Personal traits and experiential characteristics of developmental mathematics faculty impact on student success /“. Lynchburg, Va. : Liberty University, 2008. http://digitalcommons.liberty.edu.

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Lazarte, Dely. „A study of the relationship between Thai educators' emotional intelligence and the productiveness of the hidden curriculum in higher education“. Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.289435.

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Giles, David Laurance. „Exploring the teacher-student relationship in teacher education a hermeneutic phenomenological inquiry : a thesis submitted to AUT University in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2008 /“. Click here to access this resource online, 2008. http://hdl.handle.net/10292/537.

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Branch, Andre J. „Teachers' conceptions of their role in the facilitation of students' ethnic identity development /“. Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/7546.

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Waajid, Badiyyah I. „The Relationship Between Preschool Children's School Readiness, Social-Emotional Competence and Student-Teacher Relationships“. VCU Scholars Compass, 2005. http://hdl.handle.net/10156/1459.

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Krause, Amanda. „Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation“. Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40909.

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The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and Bowlby’s (1969) attachment theory have been used to understand both the negative effects of peer aggression and the positive potential of social contexts to prevent harms related to aggression among students. Literature shows that teacher-student relationships that are characterized by higher levels of closeness and support are linked to decreases in bullying behaviour and victimization, whereas increased conflict and less support in teacher-student relationships have been found to result in increased bullying perpetration and victimization among students. While the literature suggests trends regarding the association between teacher-student relationship quality and peer aggression prevalence, there remains limited understanding as to the size and direction of the effect. The present meta-analysis synthesizes a substantial body of research examining the association between teacher-student relationship quality and peer aggression in school. A systematic search was conducted using literature from PsycINFO, ERIC, Education Source, and ProQuest (theses and dissertations). Quantitative cross-sectional and longitudinal studies that measured the association between teacher-student relationship quality (i.e., in terms of closeness and conflict) and peer aggression (i.e., perpetration and victimization) were included in the analysis. Additionally, grade level, informant, and scale quality were included as moderators in the analysis to determine their effect on the relation between teacher-student relationship quality and peer aggression. This meta-analysis advances our understanding of the role of teacher-student relationship quality in peer interactions at school, and the results can inform bullying prevention programs by providing insight as to where to allocate resources and energy.
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