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Published: 4 June 2021
Last updated: 27 January 2023

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1

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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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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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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4

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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5

McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students’ perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers’ emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students’ voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.
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Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples and then provided a reflection on how they implemented this curriculum. The data showed that these teachers understood the value of providing a culturally responsive pedagogy in their classrooms. Despite this, for numerous reasons, teachers struggled to develop and then apply culturally responsive pedagogy that aligned with models described in literature.

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Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, “Do you plan to teach agricultural science when you graduate?” accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.
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Stearns, Catherine L. "Student Teachers’ Changing Confidence in Teaching." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This study examined five student teachers and the two mentor teachers of each in elementary school settings within a metropolitan school district in North Texas. Lave and Wenger’s (1991, 2002) community of practice theory informed this study. Data sources included mentor teacher interviews, student teacher interviews, student teacher observations, student teacher/mentor teacher dialogue journals, and student teacher reflections. A collective case study approach was followed to gain a detailed understanding of the experiences of the five student teachers, looking specifically at their confidence in teaching and the factors associated with it. Findings indicated that the confidence in teaching of all five student teachers changed throughout their practicum experiences. Results suggested many factors influenced these changes. Student teachers shared that the student teaching experience, the grade level/subjects taught, their relationships with their students, and their relationships with their mentor teachers contributed to their confidence. The mentor teachers perceived that student teachers’ confidence could be influenced by consistency in classroom management and their interactions with their mentor teachers. Two areas of influence on student teacher confidence not uncovered by other researchers were the quest of student teachers for perfection while teaching and the need of mentor teachers for control of the content presented by the student teachers, especially during the months prior to state-mandated testing. Implications of the study included the need for university supervisors to mediate between student teachers and mentor teachers in promoting shared ownership of student learning within that community of practice enabled by student teaching.
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O'Shea, Michael D. "STUDENT PERCEPTIONS OF TEACHER SUPPORT: EFFECT ON STUDENT ACHIEVEMENT." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143054461.

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Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.

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11

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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12

Moscatelli, Maria Jordana. "The socialization process of the student teacher during the student-teaching experience continous negotiation between student teacher and mentor teacher /." Pullman, Wash. : Washington State University, 2008. http://www.dissertations.wsu.edu/Dissertations/Fall2008/m_moscatelli_012609.pdf.

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Thesis (Ph. D.)--Washington State University, December 2008.
Title from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).
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Grudnoff, Alexandra Barbara. "Becoming a Teacher: An Investigation of the Transition from Student Teacher to Teacher." The University of Waikato, 2007. http://hdl.handle.net/10289/2647.

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This thesis seeks to gain greater knowledge of the process of transition and development that beginning primary teachers undergo over their first year of teaching. The research focus is on investigating and understanding this process from the standpoint of the beginning teacher. Of particular interest is an examination of how the teacher preparation programme, contextual features of the school, and participants' own beliefs and biographies influence and impact on their transition to teaching and their professional and identity development as first year teachers. This longitudinal study takes an interpretive approach to investigate the first year teaching experiences of 12 beginning teachers in 11 primary schools. The qualitative methodology used in this thesis shares characteristics with a case study approach and utilizes procedures associated with grounded theory. Data were gathered systematically over a year by way of 48 semi-structured, individual interviews, two focus group interviews, and 48 questionnaires, supplemented by field notes. The collected data were analyzed, coded, and categorized, and explanations and theory that emerged from this process were grounded in the data. The findings of this study have three broad sets of implications for the education and induction of beginning teachers. Firstly, they question the role that practicum plays in the transition from student to teacher. The findings suggest that the practicum component of teacher preparation programmes should be re-conceptualized and redesigned to provide authentic opportunities for student teachers to be exposed to the full range of work demands and complexity that they will encounter as beginning teachers. Secondly, becoming a successful teacher appears to depend on the quality of the school's professional and social relationships, particularly in terms of the frequency and type of formal and informal interactions that ii beginning teachers have with colleagues. While the major source of satisfaction and self-esteem came from seeing the children whom they taught achieving socially and academically, the beginning teachers also had a strong need for affiliation, which was enabled through positive, structured interactions and relationships with colleagues. The study also indicates that employment status influences the way that the beginning teachers view their work and themselves as teachers, with those in relieving positions displaying greater variability in terms of emotional reactions and a sense of professional confidence than those employed in permanent positions. The third set of implications relate to beginning teacher induction. The study points to variability in the quality of induction experiences and challenges policy makers and principals to ensure that all beginning teachers are provided with sound and systematic advice and guidance programmes which are necessary for their learning and development. While the study confirms the critical role played by tutor teachers in beginning teacher induction, it suggests that the focus is on emotional and practical support rather than on educative mentoring to enhance new teachers' thinking and practice. This thesis provides a comprehensive and nuanced view of how beginning to teach is experienced and interpreted. It paints a complex picture of the relationship between biography, beliefs, preparation, and context in the process of learning to teach. The study contributes to the literature on the education of beginning teachers. It highlights the need for developing a shared understanding amongst policy makers, teacher educators, and schools regarding the multiplicity and complexity of factors that influence the transition and development of beginning teachers.
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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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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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Hamel, Frederick L. "Teacher understanding of student understanding : three teachers thinking about their students reading literature /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7853.

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Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs from their induction/mentoring programs and the ACTs' perception of their effectiveness in relation to student achievement. The primary data sources consisted of journal data and semistructured interviews from 2 ACTs. Open, axial, and selective coding strategies were used as one component of the data analysis. Conventional content analysis was used to explore the perceptions of the 2 ACTs interviewed. Analysis revealed that ability to manage a classroom and the support provided by induction/mentoring programs may influence the ACTs' perceptions of effectiveness in terms of student achievement. Results also suggested that ACTs' induction/mentoring programs did not successfully facilitate a transition into the teaching profession. The results from this study can be used by mentoring/induction program directors, and school administrators to inform policy and curricular modifications to induction/mentoring programs that would optimize ACTs' perceptions of their effectiveness as teachers and student achievement. The use of these data may contribute to social change by providing the ACT with an improved support system during the ACTs' first year in the classroom.
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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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20

Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.

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This study examined the influence of selected student variables (learning style , age, sex, nationality (birthplace), academic achievement, and social class) on the ranking of twelve teacher characteristics. 246 ACT TAFE Associate Diploma in Business students formed the sample. Results were compared with a similar study by Travis (1987) of secondary students in Canada and USA. The extent to which different groups of students prefer different teacher characteristics has important implications for the growing practice of student rating of teachers' effectiveness. This practice (operating under a psychometric paradigm) currently assumes that any differences of opinion between student raters are the result of student carelessness (random error) or bias (systematic error). The possibility that these differences of opinion are the result of systematic variation, based on differences between students, is not countenanced. This study demonstrated significant (p=<0.05) systematic variations on four of the six variables studied (age, academic achievement, nationality and social class) in the way that respondents ranked one or more of the teacher characteristics. Comparisons with Travis's results showed marked differences both in the overall ranking of the twelve teacher characteristics and in the influence of student variables on the ranking of individual teacher characteristics. While Travis also showed that some student variables influenced the ranking of teacher characteristics, different relationships are evident. Travis's respondents emphasised the importance of good, supportive relationships with their teachers, while in this study, instrumental characteristics were preferred. This suggests a range of preferred characteristics across student populations. Within both studies there is a wide range of opinion as to the importance of all twelve teacher characteristics. More than half of the present sample also suggested a range of additional characteristics which they believed influenced their learning. These findings support the view that different students prefer different teachers. They suggest that some student variables may have a greater influence than others (e.g. academic achievement level) and that there may similarly be more agreement on some teacher characteristics (e.g. Knowledgeablity) than others. Users of student ratings of teacher effectiveness should be aware of the paradigmatic limitations of aggregated student scores. Validity might be improved by using teacher characteristics which raters agree are important and by grouping raters for influential student variables.
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Ferreira, Rosa Antónia De Oliveira Figueiredo Tomás Presmeg Norma C. "Portuguese mathematics student teachers' evolving teaching modes a modified teacher development experiment /." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196645.

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Thesis (Ph. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 25, 2006. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich. Includes bibliographical references leaves and abstract. Also available in print.
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Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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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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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.

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Thesis advisor: Marilyn Cochran-Smith
Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Huffman, Victoria L. Rhodes Dent. "An instrument to measure the components of ethical caring as indicators of student teachers' proclivity to care." Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196649.

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Thesis (Ed. D.)--Illinois State University, 2005.
Title from title page screen, viewed September 26, 2006. Dissertation Committee: Dent Rhodes (chair), Paul Vogt, Barbara Nourie, Rex Morrow, Mary Autry. Includes bibliographical references (leaves 74-76) and abstract. Also available in print.
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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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Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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Groene-Holloway, Kayla Elizabeth. "Assessing Teacher-Student Relationships among Middle School Students With Multiple Suspensions." Xavier University Leadership Studies & Human Resource Development / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xulead1622730824502568.

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Docan, Anthony Nicolas. "Relational turning point events and their outcomes in college teacher-student relationships from students' perspectives /." Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6152.

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Irwin, Bartholomew. "Teacher Attitudes Toward Teacher Evaluation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85527.

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Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining whether or not a teacher receives a continuing contract in Virginia, and it has also been a part of the process in determining if a teacher is labeled as highly effective. In some school divisions, the rating a teacher receives may be tied to their merit-based compensation. In 2012, the Virginia Department of Education released the Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals, which provides school divisions a structure for their teacher evaluation instrument (Virginia Department of Education [VDOE], 2012). This document requires that Virginia school divisions include a quantifiable measure of student performance as a component of their teacher evaluation instrument. When teachers transfer from one school to another within the same school division many aspects of their job change. For example, the school leader who performs the teacher's evaluation changes and the student population changes as well. The presence of these variables may have an effect on a teacher's evaluation, but they are not controlled by the teacher being evaluated. The purpose of this basic qualitative study is to determine teachers' attitudes toward teacher evaluation when the teacher has transferred schools within the same school division. Eight teachers were interviewed regarding their attitude toward teacher evaluation. The data indicate that the change in evaluator when a teacher transfers work sites has a stronger impact than any other variable in the transfer process. The data also indicate that a change in the context for the teacher being evaluated does not affect their attitude towards evaluation.
Ed. D.
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Womack, Janet Leigh. "The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?" Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/24821.

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Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in to account the many facets of teacher accountability, student performance is nearly half of teacher evaluation systems. Considering the value of a quality teacher, one would logically presume that the teacher was present in the classroom to ensure student achievement. However, teacher absenteeism is an overlooked issue in today’s accountability system. The relative dearth of evidence and a practitioner’s lens of logical reason prompted an interest to investigate the relationship further. The historical perspective in the literature that does exist related to teacher absenteeism revealed that teacher absences are expensive and negatively affects student achievement. The purpose of the quantitative study was to determine if patterns exist among teacher absences and to determine the relationship between teacher absences and student achievement performance on state standardized tests in English, math, science, and social studies. A quantitative research design was employed using one-way analysis of variance (ANOVA) and sequential multiple regression as the primary analytical procedures. Using data from a single school division in Virginia, analyses were conducted to determine if there were patterns among teachers’ absences, if teacher absences predicted student achievement, and if teacher absences influenced certain student groups more than others. Although some evidence in the research literature indicates that student achievement decreased with increased teacher absenteeism, the current investigation did not reveal consequential evidence that teacher absenteeism negatively impacts student achievement. Implications from the findings, along with recommendations for future research, are presented in the final chapter.
Ed. D.
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Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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Milbourne, Suzanne A. "The effect of ambient working conditions on teacher-child interactions and teacher stress and wellness." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 272 p, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3247574.

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Valentine, Sherri Monique Baker Paul J. "Teacher leadership graduate student realities /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1276398781&SrchMode=1&sid=4&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1181314599&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on June 8, 2007. Dissertation Committee: Paul J. Baker (chair), Amee Adkins, Gary S. O'Malley, Lucille Eckrich. Includes bibliographical references (leaves 93-98) and abstract. Also available in print.
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Prehoda, Lauren. "Teacher unions and student achievement." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.

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Copper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.

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The 1989 Teacher Expectations and Student Achievement (TESA) study analyzed whether students perceived as low achievers, having been taught by TESA-trained instructors in the Metropolitan School District (MSD) of Warren Township over a three-year period, achieved significantly (p < .05) higher academic gain than a similar control group of students not taught by TESA-trained instructors as measured by the Comprehensive Test of Basic Skills (CTBS).Federal Judge S. Hugh Dillin, in 1971, found the Indianapolis Public Schools (IPS) system to be racially segregated in violation of the Constitution. The ruling indicated that the school system was denying equal opportunity to black children because of race. Following ten years of review and appeals to higher courts, one-way busing of black students from IPS to six suburban school districts began in the fall of 1981 in Marion County, including the MSD of Warren Township. Some of the greatest concerns for one-way busing included the steps being taken to ensure fair treatment and full academic opportunity for all children involved in desegregation.As a result of the desegregation order, the MSD of Warren Township and several other Indianapolis suburban school systems adopted the TESA staff development program. TESA is an intervention program designed to encourage non-discriminatory behavior toward all students in the classroom in order to increase academic performance.The original TESA research was conducted in 1974 by Sam Kerman and Mary Martin in school districts in Los Angeles, California. This 1989 TESA study covered five school years from 1982-1983 through 1986-1987, and followed the progress of 102 students through three consecutive years of being taught by a TESA-trained teacher, or a teacher not trained in TESA skills, in 246 classrooms.A multivariate analysis of variance (MANOVA) indicated that neither group (TESA or other) or race (black or other) were found to be statistically significant in improving students' academic achievements on the CTBS. Although some academic gains were noted for students taught by TESA-trained teachers over a three-year period, the gains were not statistically significant. TESA continues to be a staff development program many school systems support, but perhaps the interest should not include the expectation that low achieving students will significantly improve academic achievement.
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Czarniecki, Laura. "Teacher impact on student creativity." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Czarniecki_LMITthesis2009.pdf.

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Burr, Brenda Sue. "Student Voices in Teacher Evaluations." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4448.

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In an ever increasingly competitive global marketplace, a concern exists that American students are not being adequately prepared with the skills needed for the 21st century. As a remedy, improving quality of teacher instruction is a current national focus. Stakeholders are questioning current infrequent and inefficient methods of evaluating teacher performance. Many states are looking at using a 360 model of evaluating through multiple perspectives including the students themselves as key stakeholders. One method of accessing student voice and adding another perspective to teacher evaluations would be to include student evaluations in the rating of teacher performance, Student Evaluation of Teaching (SET). While using student evaluations of teacher performance is wide spread in higher education, the practice has been limited in public school settings until brought to light by the publication of the recent Gates Foundation MET (Measures of Effective Teaching) Project (2010). Currently, states across the nation are considering adding a student input component to teacher evaluations. With the validity and reliability of student evaluations in the university settings still under debate by professors, public school teachers also fear punitive measures and public judgment based on the verdicts of adolescents. This research examined the archival data from a program study of one high school's student evaluation implementation process, accessing teacher feedback from the initial evaluation process and then an adjusted implementation of student evaluations according to teacher feedback the following year. Based on mixed method design using both qualitative and quantitative methods to analyze teacher questionnaires, focus group open-ended responses and statistical analysis of close-ended agree/disagree statements from teacher questionnaires, this study used triangulation to explore teacher reflections on their anxiety levels created by the student evaluation implementation process, the value they found in student evaluations, and the degree to which student evaluations facilitated change in their teaching instruction. Exploring possibilities through the eyes of teachers to reduce their anxiety and increase their value of student input, this study suggests ways to tap into the potential but underutilized resource in schools that could come from developing a mutually beneficial partnership between students and teachers to improve teacher instruction and increase student learning.
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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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Haig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.

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Although language variation is widespread and natural,it is subject to judgement. Where a standard language has developed, other varieties tend to be judged against its "standards". While a number of overseas studies have found that this type of linguistic bias occurs in education and negatively impacts on dialect speakers, there has been little research in Australia. The research reported in this thesis investigates how teachers perceive the speech of school-aged students and whether the socio-economic status or level of schooling of the students influence these perceptions. Further, it examines the relationships between the teachers' background, the way they define Standard Australian English, their attitude to language variation and the way they perceive student speech. The research was undertaken as three separate but related studies. Thirty six teachers from twelve different schools were involved - three teachers from four different schools (n=l2) participating in each of the three studies. In Study One, the teachers kept observational notes on the problems they identified in their students' speech for a period of a week. In Study Two, the teachers participated in school-based focus groups to discuss those features they deemed to be problematic in their students' speech. In Study Three, the teachers ranked tape-recorded samples of speech from students who were not known to them. All the teachers provided background information, wrote their own definition of Standard Australian English and completed a questionnaire about their attitude to language variation in general and to the use of particular variants of English. The teachers in the three studies identified aspects of pronunciation, vocabulary, grammar and language use as problematic in student speech. The teachers' judgement of what was problematic and their perception of what caused these problems differed according to the socio-economic status of the students. Many of the features teachers identified as problematic were variants of Australian English. The teachers of low SES students tended to see this variation as evidence of their students' language deficiency and to be the result of their "restricted" backgrounds. The teachers of high SES students identified fewer problems in their students' speech and tended to view variation as developmental, inappropriately informal use of language or the result of deterioration in "standards". The teachers' perceptions of speech also varied according to the year level they were teaching. These perceptions reflected the teachers' own backgrounds, their personal definitions of Standard Australian English, their own "idealised" speech and their view of the relative status of Australian accents. The written form of the language also greatly influenced the teachers' perceptions of student speech. The results of this research have important implications for pedagogy, particularly in relation to equity and social justice. In an education system which increasingly relies on teacher judgements to assess the progress of students, the often negative influence of factors related to a student's background should be of serious concern. A failure to recognise the impact of non-standard features in speech on the educational opportunities and achievements of students would compromise their basic rights and limit the social and economic contributions they would otherwise be able to make.
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Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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Warmack, Michael. "The effectiveness of teacher certification programs as measured by student achievement and teacher attrition." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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43

Dinning, Laura. "Parent and Teacher Perceptions of Student Teacher Assistance Teams." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.

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The Student Teacher Assistance Team (STAT) method is one form of prereferral intervention that involves the problem-solving of teachers and other school professionals with the goal of obtaining more efficient and effective help for students in the regular education setting. After an examination of the research in the area of prereferral interventions, it was noted that few research studies mentioned parents' involvement in and none were found assessing parents' perceptions of the process. This study examines both parent and teacher perceptions of student teacher assistance teams (STATs) in a small rural county in Kentucky. Participants in the study involved 44 parents of children who have been involved in the STAT team during the 1996-97 school year and 49 teachers who currently teach in the school system. A questionnaire entitled "Parent's Expectations" was administered to the parents, and a questionnaire entitled "Teacher's Views of STAT" with 13 equivalent questions was administered to the teachers. Results of the surveys generally showed higher levels of agreement by parents than by teachers with the descriptors of the STAT process. Specifically, survey results showed that parents rated the following characteristics of the STAT process significantly higher than the teachers in the study: overall helpfulness, improvement in a child's behavior and school work, necessity for helping a child, a focus on a child's strengths and weaknesses, provision of ways to work with the child, and helping a child get along with others. Results also showed that parents and teachers hold separate beliefs about the STAT process. Teachers were significantly more likely than parents to view the process as only as a step toward testing. In contrast, parents were more likely to believe that the team will find the cause of their child's problems and will tell them what the future holds for their child. Further results showed that views differed between those teachers who have been a member of a STAT team and those who have never participated in the process. Teachers who have been a member of the STAT team were more likely to believe that the team will listen to what they have to say, while those who had been a team member were more likely to believe that the STAT team will provide them with ways to work with their students. In addition, results also showed that teachers of higher grades (4-8) viewed the process in a more positive manner than did teachers of lower grades (K-3).
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Chang, Pei-Fen. "Factors affecting student teachers' capacity for flow experience." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39168.

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Knoblauch, Deanne E. "Contextual factors and the development of student teachers' sense of efficacy." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085620654.

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Thesis (Ph. D.)--Ohio State University, 2004.
Title from first page of PDF file. Document formatted into pages; contains x, 136 p.; also includes graphics Includes bibliographical references (p. 125-136). Available online via OhioLINK's ETD Center
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Jackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.

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Tai, Mei-har Jessie. "A study on the role, benefits and concerns of the cooperating teachers in the cooperating teacher scheme." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17602208.

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48

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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Barnes, Barbara (Principal). "Impact of Teacher and Student Ethnicity on Student Assessments." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam scores in secondary education when their teachers are the same ethinicity? Do students show greater academic success in math as measured by the TAKS exam scores in secondary education when their teachers are the same ethnicity? Minority students' success on the TAKS test was compared to the assessment scores of White students from the 2010-2011, 2011-2012, and 2012-13 school year in thre suburban school districts. This topic has been a subject of discussion since the late 10970s when Cardenas and Cardenas (1977) studied the achievement among minority students and their White peers. The conversation continued through authors such as Takei and Shouse (2008), Hays (2011), Ladson-Billings (2006), Dee (2003, 2005), and Brown (2006). To answer these research questions, a hierarchical multiple regression analysis was conducted on the data collected. Although the study verified the achievement gap between minority students and White students, the study indicated no consistent pattern corroborating that minority students were more successful when taught by teachers of the same ethnicity. In many cases, students learned better with teachers of a different ethnicity. Black students were successful with Hispanic or White teachers, Hispanic students were successful with Black or White teachers, and White students were successful with Black or Hispanic teachers. The TAKS assessment scores were the only data used to support this analysis.
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Hon, Ka Ling. "Teacher-student relationship in an age of student consumerism." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11051/.

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This thesis is about teacher-student relationship in higher education. Set against the background of marketization, when the higher education sector is seen as a market, education institutions act like business enterprises, and students are seen as customers, teacher-student relationship is commonly perceived as having transformed itself to resemble a customer-seller relationship. On a conceptual level, this transformation is doing a disservice to the sector, as revealed in the many obvious differences between a customer-seller relationship and that between teachers and students. Academics, in particular, vehemently resist such conceptualizations, blaming such transformations as the main culprit of the prevalence of students’ disengagement and incivility in higher education nowadays. While much of what has been said about the negative influence of student consumerism on teacher-student relationship has been anecdotal in nature, this thesis attempts to offer some empirical evidence to fill the gap in the literature. Because of its quantitative nature, this study focused on only one of the many possible dimensions of examining teacher-student relationship, the power relations, measured by the level of teachers’ influence on students. Using the Interpersonal Power Interaction Model (IPIM) as the conceptual framework, this thesis assesses the relationship between student consumerism and teacher power by (1) examining the association between the students’ consumerist attitude and teachers’ hard and soft power bases and (2) establishing the moderation effect of students’ consumerist attitude on the relationship between students’ personality variables and teachers’ soft and hard power bases. The study was conducted in the HKUSPACE Community College, the leading community college of the sector which has been operating on a fully self-financing status since its establishment in 2000. Data was collected by way of a questionnaire survey covering the key variables including students’ consumerist attitude, compliance with teachers’ power, as well as four personality variables: motivation orientation, desire for control, concern for appropriateness and self-esteem. Statistical analysis of the findings from the research confirmed only some of the hypotheses. In terms of correlation, while students’ consumerist attitude was found to be positively associated with soft power base as hypothesized, its correlation with hard power base was also found to be positive, which was contradictory to the hypothesis. In terms of moderation, consumerist attitude was found to moderate only three out of ten relationships between personality factors and teacher power bases. Specifically, students’ consumerist attitude was found to moderate the relationship between intrinsic motivation and compliance with both hard and soft power bases, as well as that between concern for appropriateness and soft power base. Results have been analyzed in light of the literature on instructional communication and teaching effectiveness with implications offered to warn educators against the potential abuse of soft power as well as on the proper use of both power bases to exercise positive influence on students. Implications were also drawn on further research in the area of teacher-student relationship in the context of a marketized education sector.
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