Relevant bibliographies by topics / Relationship education

Academic literature on the topic 'Relationship education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Relationship education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Relationship education"

1

Lee, Bruce Y. "The Relationship of Relationships." Academic Medicine 81, no. 7 (July 2006): 631. http://dx.doi.org/10.1097/00001888-200607000-00007.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hawkins, Alan J. "Shifting the Relationship Education Field to Prioritize Youth Relationship Education." Journal of Couple & Relationship Therapy 17, no. 3 (July 12, 2017): 165–80. http://dx.doi.org/10.1080/15332691.2017.1341355.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Hawkins, Alan J., Tamara Gillil, Glenda Christiaens, and Jason S. Carroll. "Integrating Marriage Education into Perinatal Education." Journal of Perinatal Education 11, no. 4 (October 2002): 1–10. http://dx.doi.org/10.1891/1058-1243.11.4.1.

Full text
Abstract:
Couples making the transition to parenthood experience challenges that can threaten the quality and stability of their relationships and the health of family members. Currently, the educational infrastructure to support the delivery of couple-relationship education during the transition to parenthood is limited. Because new-parent couples interact with the health care system at many points during this transition time, an opportunity exists for strengthening couple relationships within the system to improve the well-being of adults and children. In this article, we propose a productive collaboration between marriage/couple educators and health care systems to integrate couple-relationship education into the standard of perinatal care.
APA, Harvard, Vancouver, ISO, and other styles
4

Jain, Chandana, Renu Shrivastav, and G. Tejovathi G. Tejovathi. "Evaluation of Relationship between Education and Human Health." Indian Journal of Applied Research 3, no. 10 (October 1, 2011): 1–2. http://dx.doi.org/10.15373/2249555x/oct2013/29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Stanley, Scott M., Ryan G. Carlson, Galena K. Rhoades, Howard J. Markman, Lane L. Ritchie, and Alan J. Hawkins. "Best Practices in Relationship Education Focused on Intimate Relationships." Family Relations 69, no. 3 (December 18, 2019): 497–519. http://dx.doi.org/10.1111/fare.12419.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ogawa, Rodney T., and Ruth H. Kim. "The business‐education relationship." Journal of Educational Administration 43, no. 1 (February 2005): 72–85. http://dx.doi.org/10.1108/09578230510577308.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ghani, Fazal. "Trainers-Trainees Relationship in Postgraduate Education – Understanding its Intricacy." Journal of the Pakistan Dental Association 29, no. 02 (April 26, 2020): 49–51. http://dx.doi.org/10.25301/jpda.292.00.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kruenegel-Farr, Debbie, Amber McEnturff, Jennifer Acker, Arminta Jacobson, Cory Kildare, and Alan J. Hawkins. "Perceived Relationship Improvement From Premarital and Relationship Education." Family and Consumer Sciences Research Journal 42, no. 2 (December 2013): 98–109. http://dx.doi.org/10.1111/fcsr.12045.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Braithwaite, Scott R., Nathaniel M. Lambert, Frank D. Fincham, and Kay Pasley. "Does college-based relationship education decrease extradyadic involvement in relationships?" Journal of Family Psychology 24, no. 6 (2010): 740–45. http://dx.doi.org/10.1037/a0021759.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Negash, Sesen, Jaclyn D. Cravens, Preston C. Brown, and Frank D. Fincham. "Relationship Dissolution and Psychologically Aggressive Dating Relationships: Preliminary Findings From a College-Based Relationship Education Course." Violence and Victims 31, no. 5 (2016): 921–37. http://dx.doi.org/10.1891/0886-6708.vv-d-14-00054.

Full text
Abstract:
This study evaluated the impact of a relationship education program, delivered as part of a college course, among students (N = 152) who reported experiencing psychological aggression in their exclusive dating relationship. Preliminary results showed that compared to those in the control group, participants receiving relationship education were significantly more likely to end their romantic relationship, even after controlling for relationship satisfaction. Furthermore, when relationship termination occurred, those in the intervention group were significantly more likely to attribute the breakup to their participation in the class as compared to those in the control group. The tentative findings are an important preliminary step in assessing the benefits of relationship education in reducing the risk of psychological aggression among college students.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Relationship education"

1

Studevan, Russell H. "Relationship between teacher absence and factors in teacher-principal relationships." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1987. http://digitalcommons.auctr.edu/dissertations/1576.

Full text
Abstract:
The purpose of this study was to examine the relationship between principal-teacher relationship and teacher absence. The intent of this study was to analyze the effect of teacher absence rate on two variables: leadership and job satisfaction. The study posed the following questions: 1. Is there a significant relationship between the level of job satisfaction of teachers and the rate of teacher absence as measured by a supervision questionnaire? 2. Is there a significant relationship in the rate of teacher absence and selected independent variables: leadership, autonomy, morale, satisfaction, and production? 3. Is there a significant relationship between absence and job satisfaction of teachers in different school settings? The study has investigated the role of the principal as the change agent. It was contended that a direct linkage existed between teacher absence, job satisfaction, and the principal's leadership. It was conceptualized that the effective leader, the principal, could improve job satisfaction through positive interaction that produced patterns of effective leadership, evidenced by a decrease in teacher absence. The study is concerned with how "what exists" (job satisfaction) is related to some preceding event (principal leadership) that may have influenced or affected a present condition (teacher absence). The study followed an expost facto procedure because no manipulation of a treatment variable was included. The multiple regression technique was used to determine whether the independent variables, leadership, job satisfaction, morale, autonomy, and production, when taken together or individually, can be found to be significantly correlated with the dependent variable absence. There were 174 teachers in grades one through eight surveyed. The data collected were subjected to a Pearson Product-Moment correlation and stepwise multiple regression. Summary of the Hypotheses Hypothesis 1 is rejected that there is no significant relationship between job satisfaction and teacher absence. Hypothesis 2 is rejected that there is no significant relationship between leadership and teacher absence rate. Hypothesis 3 is rejected that there is no significant relationship between teacher autonomy and teacher absence rate. Hypothesis 4 is rejected that there is no significant relationship between teacher morale and teacher absence rate. Hypothesis 5 is accepted that there is no significant relationship between production and teacher absence rate. Analysis of Data Analysis of the Pearson-Moment Correlation indicted a greater association with job satisfaction, leadership, autonomy, and the dependent variable absence. The variable production had no association. 2 Using absence as the dependent variable in a regression, sex, race, teaching position, age, years assigned to school, years of teaching experience, discipline, school race, and location of school as independent variables, only school race and location showed any significant influence on absence.
APA, Harvard, Vancouver, ISO, and other styles
2

Harris, Jenny. "Adolescent Relationship Concerns and Perceived Gains from a Relationship Education Course." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5654.

Full text
Abstract:
This study was conducted with survey data drawn from a relationship education initiative in the state of Utah. Teenagers participated in the Premarital Interpersonal Choices and Knowledge (PICK) program (also known as How to Avoid Falling for a Jerk or Jerk-ette), a program designed for single individuals. They answered questions before and after the course, and I used their responses to answer two questions: (1) What concerns do middle-adolescents (ages 15-17) have about romantic relationships? (2) What do middle-adolescents gain from participation in PICK? Data from 605 participants were combined and analyzed for themes. Teenage participants expressed concerns about gaining the skills and knowledge necessary for healthy building relationships. They also wanted to avoid risky relationship behaviors such as cheating, abuse, jealousy, and sexual coercion. They were interested in how relationships with peers and parents affect romantic relationships. These concerns aligned with the gains that they reported from participation in PICK. Taking their responses together, participants said that PICK addressed their concerns by providing training in relationship skills and knowledge to help them avoid risky relationships. They were especially appreciative of the Relationship Attachment Model, a visual tool created to help them evaluate pacing, sequence, and behaviors in healthy relationships.
APA, Harvard, Vancouver, ISO, and other styles
3

Stevens, Jessica Ann. "The relationship between job satisfaction and educational leadership among teachers in secondary education." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570213.

Full text
Abstract:

The increase in teacher attrition rates within the state of California since 2000 is of concern to the California Department of Education and districts throughout the state because of a myriad of issues created by the loss of qualified teachers. The cost of replacing qualified teachers and recruiting and training new teachers to replace those who have left is a costly challenge. In California, 13% of new high school teachers leave the profession within the first two years of teaching and 22% leave within the first four years, even after successful completion of a teacher support program funded by the state (Reed, Reuben, & Barbour, 2006). Teacher attrition is a growing concern to both the state and the nation.

In this quantitative correlational study, one public high school within San Diego Unified School District served as a sample reviewed for data relating to teacher job satisfaction and elements of educational leadership that work to promote teacher retention. Data were analyzed to formulate a conclusion regarding job satisfaction and the set of predictor variables including the general quality of administrative leadership within a teacher’s educational environment, problem-solving conducted by the leadership in place, professional respect demonstrated for the educator by school leadership, professional development opportunities for teachers, and projected length of employment of the teacher.

A Bonferroni adjustment was performed on the original alpha level (α = .05) to reduce the likelihood of a type I error (false positive interpretation). Due to the application of the Bonferroni correction, the research study presented the finding that job satisfaction was not related teacher job satisfaction. Recommendations include the integration of relevant, focused professional development opportunities for teachers, with the ultimate goal in mind to retain dedicated, quality educators who seek to improve the lives of their students daily.

APA, Harvard, Vancouver, ISO, and other styles
4

Carlson, Ryan G. "Examining Relationships Among Income, Individual and Relationship Distress, and Outcomes in Marriage and Relationship Education for Low-to-Moderate Income Married Couples." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5151.

Full text
Abstract:
The current study utilized data from a federally-funded healthy marriage grant to examine pre, post, and three-to-six month follow-up changes in relationship satisfaction (as measured by the Dyadic Adjustment Scale total scores) and individual distress (as measured by the Outcomes Questionnaire 45.2). Additionally, the study evaluated income and dosage as predictors of relationship satisfaction and individual distress change at post-assessment and three-to-six month follow-up. Participants included 220 married individuals with children who completed PREP 7.0 (Prevention Relationship Enhancement Program). A repeated measures, split plot, MANOVA indicated statistically significant improvements in relationship satisfaction and individual distress for participants at post-assessment and three-to-six month follow-up. No significant differences existed in relationship satisfaction and individual distress changes between men and women. Hierarchical multiple regression indicated combined monthly income and dosage (as measured by number of lessons attended) did not predict changes in relationship satisfaction and individual distress at post-assessment and three-to-six month follow-up. However, partner scores accounted for the largest percent of variance in relationship satisfaction change. Discussion of results, implications for research and practice, and study limitations are provided.
ID: 031001385; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed May 22, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 146-159).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
APA, Harvard, Vancouver, ISO, and other styles
5

Esteves, Paulo Sérgio Filipe Mena. "Social CRM adoption in a higher education institution." Master's thesis, Instituto Superior de Economia e Gestão, 2012. http://hdl.handle.net/10400.5/10395.

Full text
Abstract:
Mestrado em Gestão de Sistemas de Informação
Neste estudo foi adoptada a definição proposta por Choy, et al. (2003) e Shaw (1999) onde o Customer Relationship Management é definido como o processo pelo qual uma empresa envereda por uma estratégia de procura de maximização da informação sobre os seus clientes num esforço para aumentar a sua lealdade e pronlogar a relação comercial. A Web 2.0 é o termo geralmente usado para descrever a chamada segunda geração da World Wide Web e está intimamente relacionado com o fenómeno da interacção e partilha de informação online (Barsky & Purdon, 2006). Com a evolução das tecnologias e da Web 2.0 começaram a haver mudanças no comportamento dos consumidores e na sua adopção a estas novas tecnologias tais como redes sociais, foruns, wikis, blogs, entre outros, tendo a Internet como base. Isto é importante, pois permite ás empresas juntar os seus dados sociais, ás informações já existentes nos seus sistemas de CRM, a isto chama-se CRM Social. Define-se como uma filosofia e uma estratégia de negócio, suportada por uma plataforma tecnológica, regras de negócio e caracteristicas sociais, desenhada de forma a empreender conversas colaborativas com os seus clientes (Greenberg, 2010). Neste estudo discute-se a adopção de uma instituição de ensino superior ao CRM Social. Para desenvolver este estudo foi efectuado um método de case study para perceber quais os grandes objectivos inerentes à sua adopção, e se estão de acordo com o estudado por (Greenberg, 2010).
In this study, we adopted the definition proposed by Choy, et al (2003) and Shaw (1999) where Customer Relationship Management is defined has the process which a company decides to invest in a strategy to maximize the information search about their customers in order to increase customer loyalty and to prolong their commercial relationship. Web 2.0 is the term generally used to describe the second generation from the World Wide Web and it is related to the phenomenon of interacting and sharing information online (Barsky & Purdon, 2006). With the evolution of technologies and the Web 2.0, there were changes in customer behavior and people?s adoption to these new technologies, such as social networks, forums, wikis, blogs and others having the internet as its base. This is important for companies to understand in order to add their social information to their CRM information, this is called Social CRM. It is defined as a philosophy and a business strategy, supported by technology platform, business rules, processes and social characteristics, designed to engage customers in collaborative conversations (Greenberg, 2010). This study discusses the adoption of a higher education institution to Social CRM. To develop this study, a case study method was adopted to investigate what were the main objectives behind this adoption and if they are aligned with the definitions studied by (Greenberg, 2010).
APA, Harvard, Vancouver, ISO, and other styles
6

Munro, Patricia Jane. "Presence at a distance : the educator-learner relationship in distance education and dropout." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32299.

Full text
Abstract:
The purpose of the present study was to provide an understanding of the educator-learner relationship in distance education and then to identify and discuss parts of that relationship associated with dropout. Its underlying assumption was that education, at a distance or face-to-face, involves an educator-learner relationship. There were three justifications for this investigation: to illuminate the educator-learner relationship, to contribute to research on dropout in distance education, and to foster integration between practice and scholarship in the field. The scope of the first research question, what characterizes educator-learner relationships in distance education? necessitated drawing on a broad data base and suggested an interpretive study. The research method chosen was an integrative review of scholarly literature in the field of distance education. In answer to the first research question, the educator-learner relationship in distance education was conceptualized as a wheel with an axle of dialogue, spokes of support, and a rim of independence. The development of this model was the most important result of the present study. Concern among practitioners over high attrition rates led to the second part of the purpose and the second research question, what characteristics of the educator-learner relationship in distance education are associated with dropout? In answer to this question, findings from the dropout literature were filtered through the model of the educator-learner relationship in distance education. Tinto’s research into dropout from higher education informed the analysis. Results indicated that perceived deficiencies in dialogue along the spokes of support in the quadrants of learning and instruction have been associated with dropout. This study recognized that the relationship between educator and learner affects student perceptions of intellectual and social integration and so may influence dropout. Recommendations for research and practice were generated from the model of the educator-learner relationship in distance education. Presence at a distance can be enhanced by a dialogue-centred practice. Suggestions included the tracking of students, professional development for practitioners, and evaluations of distance education practice based on the model of the educator-learner relationship in distance education.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
APA, Harvard, Vancouver, ISO, and other styles
7

H-Duke, Michelle, and University of Lethbridge Faculty of Education. "The chemistry of education : a periodic relationship." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2003, 2003. http://hdl.handle.net/10133/221.

Full text
Abstract:
The purpose and focus of this research is to examine a chemistry of education and to build a metacognitive bridge between the two disciplines, chemistry and education, through autobiographical narrative development of a relational periodic table for education. The elements of teaching are integrated using the actual model of the chemical periodic table of elements as a working metaphor to re-understand teaching and education. Through the narrative analysis of the inter-and intra-relationships (the educational chemical reactions), this thesis posits a new understanding of the complex matrical relationships of education and thus expands this relational knowledge toward developing new and better methods for teachers, students and for all investors of education to engage in and experience the chemistry of education.
xiii, 312 leaves ; 28 cm.
APA, Harvard, Vancouver, ISO, and other styles
8

Munyon, Matthew D. "The Relationship Between Married Partners' Individual and Relationship Distress: An Actor-Partner Analysis of Low-income, Racially and Ethnically Diverse Couples in Relationship Education." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5347.

Full text
Abstract:
Couples experiencing relationship distress often require professional help, such as counseling and couple and relationship education (CRE). Research recently discovered that among couples in counseling, a circular relationship exists between individual and relationship distress—stress begets stress. Until this study, a similar examination had not been conducted among couples selecting CRE. This study examined the relationship between individual and relationship distress among married couples that had children, were from predominantly low-income and racially and ethnically diverse backgrounds, and selected CRE. A correlational research design was employed and framed in the social interdependence theory. The actor-partner interdependence model was conducted within a three-level hierarchical model. The results confirmed that a circular relationship exists between individual and relationship distress—distress begets distress. Within the circular model of individual and relational functioning, personal individual distress predicted partner individual distress as well as personal and partner relationship distress, and personal relationship distress predicted personal individual distress and partner relationship distress. The extent to which distress begot distress was stronger among women, those with low income, and those who were unemployed. The results also revealed a continuum of individual and relational functioning. Dyad members interact along a continuum from intrapersonal individual functioning to interpersonal relational functioning. The continua meet at the nexus of negotiation or the heart of interpersonal interaction, where dyad members communicate and make decisions, among other actions. Implications related to the findings of this study as well as inspirations for future research are discussed.
ID: 031001400; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Mark E. Young.; Title from PDF title page (viewed June 7, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 216-231).
Ph.D.
Doctorate
Education and Human Performance
Education; Counselor Education
APA, Harvard, Vancouver, ISO, and other styles
9

Johnson, Veronica Ida. "The Effects of Intimate Relationship Education on Relationship Optimism and Attitudes toward Marriage." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-05192009-110429/.

Full text
Abstract:
This study evaluated the effects of relationship education on undergraduate students' optimism about relationships and attitudes toward marriage. Participants included undergraduate students enrolled in an Intimate and Family Relations class and students enrolled in a comparison class at the University of Montana. Students were assessed during the first week of the fall semester, 2008, and again at the conclusion of fall semester, 2008. Students' attitudes and optimism towards marriage and intimate relationships were assessed using the Optimism about Relationships scale (Carnelly & Janoff-Bulman, 1992), the Family-of-Origin scale (Hovestadt, Anderson, Piercy, Cochran, & Fine, 1985), and the Marital Attitude Scale (Braaten & Rosèn, 1998). This study focused on whether taking an Intimate and Family Relations class had differential effects on students whose parents previously divorced as compared with students from non-divorced families. Analyses of covariance (ANCOVA) were used to determine assessment score differences from pre- to post-test between students in the Intimate and Family Relations class and students in the comparison class. Conclusions and recommendations for future research are provided.
APA, Harvard, Vancouver, ISO, and other styles
10

Williams, Carl B. "The Relationship Between the Educational Beliefs and the Instructional Practices of Education Interns." UNF Digital Commons, 1994. http://digitalcommons.unf.edu/etd/102.

Full text
Abstract:
Education researchers suggest that, since belief systems influence practicing teachers' behavior, it is important for teachers to examine their educational beliefs to determine whether those beliefs are consistent with current knowledge about teaching and learning. If the same relationship between beliefs and practices of inservice teachers holds true for preservice teachers, since beliefs are extremely resistant to change, reflection upon educational beliefs should be cultivated during the preservice stage of teacher development. To discover whether such a parallel exists, 12 preservice teachers, during their internships, were selected for study. First, they responded to a series of vignettes to ascertain beliefs about five instructional strategies. Second, a content analysis of the the interns' lesson plans was conducted to determine their instructional practices. Finally, 7 of the 12 interns were interviewed to explore consistencies and discrepancies. The study's results indicate that the findings of research studies documenting a connection between educational beliefs and instructional practices of inservice teachers also hold true with regard to preservice teachers. The study suggests that teacher education programs embrace and operationalize the proposition that encouraging reflective thought in teacher candidates is critical to enhancing their professional preparation.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Relationship education"

1

Milliken, John. Relationship marketing in education. Coleraine: University of Ulster, 1998.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Council, Higher Education Funding. Higher education in further education colleges: Funding the relationship. Bristol: HEFCE, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Butler, Deborah, Jacqueline McDowell, and Michele Pittard. Liberal arts education and teacher education: A lasting relationship. [Place of publication not identified]: AILACTE, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

ENGLAND, HIGHER EDUCATION FUNDING COUNCIL FOR. Higher education in further education colleges: Funding the relationship. Bristol: HEFCE, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Collaborative leadership: The fourth R, relationship building and relationship management. 2nd ed. Thousand Oaks, Calif: Corwin Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Early childhood and compulsory education: Reconceptualising the relationship. Milton Park, Abingdon, Oxon: Routledge, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Boyden, Jo. The relationship between education and child work. Florence: International Child Development Centre, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Relationship learning: A primer in Christian education. Nashville, Tenn: Broadman Press, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Religion and education: Re-imagining the relationship. Dublin: Veritas, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Education and the state: International perspectives on a changing relationship. London: Routledge, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Relationship education"

1

Feeney, Judith A., and Jennifer Fitzgerald. "Relationship Education." In The Wiley-Blackwell Handbook of Couples and Family Relationships, 289–304. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781444354119.ch20.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Pepping, Christopher A., and W. Kim Halford. "Couple Relationship Education." In Foundations for Couples’ Therapy, 320–29. New York, NY : Routledge, 2017. Includes bibliographical references and index.: Routledge, 2017. http://dx.doi.org/10.4324/9781315678610-32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Crawford, Ann. "Teaching as Relationship." In Reimagining Christian Education, 123–34. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0851-2_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Landau, Jennifer, and Elio Borgonovi. "Conclusions: Management Education." In Relationship Competence for Healthcare Management, 146–66. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230286689_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Markman, Howard J., W. Kim Halford, and Alan J. Hawkins. "Couple and relationship education." In APA handbook of contemporary family psychology: Family therapy and training (Vol. 3)., 307–24. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000101-019.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Duncan, Stephen F., Alan J. Hawkins, and H. Wallace Goddard. "Marriage and Relationship Education." In Family Life Education: Principles and Practices for Effective Outreach, 157–84. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781071801017.n9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Volz, Austin, Julia Higdon, and William Lidwell. "Student-Teacher Relationship." In The Elements of Education for Teachers, 91–92. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McHugh, Douglas, and Larry D. Gruppen. "The Mentor-Mentee Relationship." In Mentoring In Health Professions Education, 101–9. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86935-9_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Price, Heather E. "School Principal-Staff Relationship Effects on School Climate." In Interpersonal Relationships in Education, 103–18. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hutchings, Maggie, and Peter Jarvis. "The Relationship Between Practice, Theory and Research." In Practice-Based Education, 175–86. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6209-128-3_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Relationship education"

1

KANASHVILI, Tamar. "RELATIONSHIP BETWEEN EDUCATION AND HAPPINESS." In Proceedings of The Third International Scientific Conference “Happiness and Contemporary Society”. SPOLOM, 2022. http://dx.doi.org/10.31108/7.2022.19.

Full text
Abstract:
The aim of this paper is to explain the relationship between education and happiness. Are higher levels of education related to higher levels of happiness or does education rather harm our well-being by raising aspirations? The “researchers” of the ancient times were not ready to turn the question of how education and happiness are related into an empirical matter, on the other hand interest in the “the good life” is not any less present in our days as its seen from the large amount of research on the subject of happiness across a spread of various disciplines. A 2018 study using data from the European Union and World Values Surveys, which encompass data from 85 countries, showed that the connection between education and happiness is distinct from the connection between income and happiness. Furthermore, while the positive link between income and happiness tends to disappear after a specific point -educational activity and happiness seem to always go further. Veenhoven (1996) suggests that the foremost educated people within societies will only be happier as long as their education yields them a transparent status advantage. In a survey conducted by us in Georgia in 2019, it had been found that if educational activity levels are associated with higher expectations and these don't coincide with outcomes within the market, the individual will eventually feel dissatisfied and a negative relationship between education and satisfaction are going to be observed. This outcome is especially likely for people with higher levels of education who tend to figure under more competitive conditions. 1990s found by Clark and Oswald (1996), furthermore as Clark (2003) suggest that in economic downturns, emotional well-being of the higher-educated is more heavily affected since they experience bigger disutility from unemployment. Having made an even bigger investment in their human capital, these individuals also hold bigger expectations towards the task market. On the positive side, having awell-paying job is after all important, because it reduces distress induced by economic hardships, but people also derive meaning out of their professional employment which tends to be easier for those with education. Happiness refers to positive emotions (McMahon, Darrin, 2004). However, Martin Seligman's welfare theory also shows that happiness is greater than just a good mood. Happiness is having a meaning in life. A person should believe that his life is important and therefore the research hypothesis may be that an educated person will be significantly happier if he or she is in an environment where he or she is valued (Lyubomirsky, 2008). In the framework of the paper we found one of the most interesting studies which showed that eight weeks training has been shown to be more effective in reducing depression than a strong antidepressant (Kuyken, 2008). The connection between education and happiness is important for the education system. As far back as 1932, Hersey noted that a satisfied employee works better and that this construct is very important (Hersey, 1932). Based on scientific as well practical studies we can develop recommendations how to link happiness and education in the workplace- by suggesting and implementing such trainings that will help companies in process of:  Managing employee stress levels;  Development of talents  Increase employee engagement and reduce fatigue;  Assisting employees in adapting to organizational change; In the postgraduate study, in which employees from80 organizations were involved, the widespread form of education - namely training - was named as an important issue for motivation and job satisfaction. Training is not enough for job satisfaction, but it is the least that companies need to do today. Key words: Happiness, Education, Job-Satisfaction
APA, Harvard, Vancouver, ISO, and other styles
2

Erdmanis, Rihards, and Ivans Jānis Mihailovs. "Teacher as a Subject of Law in Legal Education Relationship." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.22.

Full text
Abstract:
In Latvia, the essential legal aspects of the teacher’s professional activity have been little studied. In short, the relevance of the research and practical nature is not negative. Taking into account several difficult cases in the practice of educational institutions, as well as some legal proceedings in which teachers, educators and parents were involved, it follows from discussions about how the work of teachers, its content, rights, duties, and responsibilities both before and the Covid-19 pandemic are relevant. Although in Latvia, the number of teachers in general education schools has decreased over the past five years, at the same time, these schools form the largest number of teachers, i. e. 21,573 teachers (2020). There were only 2,424 (Official statistics of Latvia, 2021), teachers in vocational education institutions in 2020, and 11,430 teachers in preschool education in the 2019/2020 academic year (Ministry of Education and Science, 2020). That is why general education teachers are the focus of this study. The teacher is both a participant in the pedagogical process and a participant in legal relations. This means that teachers are an important subject of law, who fulfil their rights and obligations. The teacher, together with other subjects of law – the parents of the student, the head of the educational institution, support staff, etc. – are responsible for the result of the educational process. The teacher is involved in professional activities both in the field of children’s rights and in the field of labour, in constitutional and administrative law. Therefore, it is important to know the main rights, duties and responsibilities of a teacher and proposals for improving Latvia’s regulation of Education law.
APA, Harvard, Vancouver, ISO, and other styles
3

Machmud, Amir, and Eeng Ahman. "Relationship Education with Poverty in Indonesia." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006880900740077.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Louro Felgueiras, Margarida, Oksana Tymoshchuk, Susana Saborano, Isabel Breia, and Mafalda Resende. "CULTURAL HERITAGE AND EDUCATION: WHAT RELATIONSHIP?" In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1809.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wang, Hong, Wei-dong Wang, Na Xu, and Wen Huang. "Group personnel relationship analysis based on social networks." In Education (ITIME). IEEE, 2009. http://dx.doi.org/10.1109/itime.2009.5236222.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Moss, Keith. "The Entity-Relationship model." In 2012 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2012. http://dx.doi.org/10.1109/educon.2012.6201182.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Křeménková, Lucie. "The Relationship Between Personality Traits And Anxiousness." In 9th ICEEPSY - International Conference on Education and Educational Psychology. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.01.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kovari, Attila, Jozsef Katona, Ilona Heldal, Robert Demeter, Cristina Costescu, Adrian Rosan, Serge Thill, and Teodor Stefanut. "Relationship between Education 4.0 and Cognitive InfoCommunications." In 2020 11th IEEE International Conference on Cognitive Infocommunications (CogInfoCom). IEEE, 2020. http://dx.doi.org/10.1109/coginfocom50765.2020.9237864.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Danesh, Mir Mohammad Seyed, and Mir Mortazavi Soolmaz. "Relationship between distance education and staff's personality." In 2010 4th International Conference on Distance Learning and Education (ICDLE). IEEE, 2010. http://dx.doi.org/10.1109/icdle.2010.5606039.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Silva, Ernestina, Maria Lucinda Maia, Daniel Silva, Amarilis Rocha, and Joao Duarte. "The help relationship in clinical nursing education." In 2nd icH&Hpsy International Conference on Health and Health Psychology. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.02.12.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Relationship education"

1

Lleras-Muney, Adriana. The Relationship Between Education and Adult Mortality in the United States. Cambridge, MA: National Bureau of Economic Research, June 2002. http://dx.doi.org/10.3386/w8986.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sims, Kate. Education, Girls’ Education and Climate Change. Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/k4d.2021.044.

Full text
Abstract:
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
APA, Harvard, Vancouver, ISO, and other styles
3

Bartik, Timothy J., and Brad Hershbein. Degrees of Poverty: The Relationship between Family Income Background and the Returns to Education. W.E. Upjohn Institute, March 2018. http://dx.doi.org/10.17848/wp18-284.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rossman, Daniel, Meagan Wilson, Rayane Alamuddin, Julia Karon, Jenna Joo, and Catharine Bond Hill. Measuring a Liberal Education and its Relationship with Labor Market Outcomes: An Exploratory Analysis. Ithaka S+R, September 2020. http://dx.doi.org/10.18665/sr.313872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Lantos, Hannah, and Ria Shelton. Health Resource Center Coordinators Support Care Through Relationship Building, Health Education, and Warm Referrals. Child Trends, Inc., November 2022. http://dx.doi.org/10.56417/8513e8227u.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Newman, Lorenzo, Alice Pelosi, Giovanni Zino, Silvia Crespi, and Rebecca Gordon. Education Systems for Girls’ Education in the Indo-Pacific Region. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/k4d.2021.114.

Full text
Abstract:
Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
APA, Harvard, Vancouver, ISO, and other styles
7

Guo, Qi, and Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, January 2023. http://dx.doi.org/10.18235/0004685.

Full text
Abstract:
It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and without an education degree are equally effective. We also found that teachers content-related and pedagogical knowledge do not seem to mediate the relationship between having an education degree and student learning. Finally, we observe no heterogeneous effects across different student demographic and socioeconomic characteristics. Examining these claims empirically is crucial for ensuring that greater flexibility in teacher re- cruitment does not have negative effects on the quality of the education workforce.
APA, Harvard, Vancouver, ISO, and other styles
9

Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

Full text
Abstract:
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
APA, Harvard, Vancouver, ISO, and other styles
10

Barcellos, Silvia, Leandro Carvalho, and Patrick Turley. The Effect of Education on the Relationship between Genetics, Early-Life Disadvantages, and Later-Life SES. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28750.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Relationship education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography