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Published: 4 June 2021
Last updated: 16 March 2023

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1

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.
2

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.
3

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.

4

Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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5

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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6

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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7

Marple, W. Dean Mungo Savario J. "Perspectives on student teaching a comparative ethnographic study of traditional and nontraditional student teachers /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014752.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed October 25, 2005. Dissertation Committee: Savario J. Mungo (chair), John H. Crotts, John T. Goeldi, Raymond L. Schmitt. Includes bibliographical references (leaves 206-214) and abstract. Also available in print.
8

Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.

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9

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.
10

Freedman, Debra Michele. "(Re)presentations of education : pre-service teachers' interpretations of Dangerous minds through the lens of media cultural studies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004266.

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11

Hashim, Che Noraini. "Economic literacy among Malaysian students and student teachers." Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503361.

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12

Chan, Yuk-fai Ronald. "Building a collaborative culture in teaching practice." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21304488.

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13

Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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14

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.
15

Kapp, Ronald Charles. "Student mobility and teachers' grade promotion decisions." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184755.

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In recent years America has witnessed a major shift in its population to various geographic regions. Educators have speculated on the effects of this frequent migration on students' academic and social advancement. Educators have also been interested in the effects of grade retention on academic and social advancement. Despite research on each of these factors, no investigations have addressed these factors in conjunction with each other. The purpose of this study was to determine the effects of high student mobility on classroom teachers' promotion-retention decisions. Additionally, other factors that may influence classroom teachers' promotion-retention decisions were examined. Two hundred twelve elementary school teachers evaluated two case studies: one of a highly mobile student, and one of a non-mobile student. Each subsequently made a decision to either retain or promote that student. Both first grade and fifth grade students were considered. Each case study was identical for each grade level with the exception of the number of schools attended. Although the retention-promotion decisions did not differ significantly for first grade students, the teachers chose to retain the mobile fifth grade student more frequently than the non-mobile fifth grade student. Examination of various factors on a retention questionnaire revealed that different factors emerged as most important to the teachers when making promotion-retention decisions. The factors differed for both grade level and mobility status. The results were discussed in relation to interventions that may be warranted in an attempt to alleviate disadvantages in entering a new school. Further investigation of the mobile student-grade retention relationship was indicated. Additional investigation of the highly mobile minority student was also emphasized.
16

Murray, Megan Nicolle. "Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7898.

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This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been identified as being successful, viewed their role, looking at what it was that they specifically did that they felt made them successful when mentoring student teachers. It then compared these perspectives with those of a group of student teachers. The aim of the comparison was to establish any agreements or contradictions between the associate teachers’ and the student teachers’ perspectives about ‘successful’ associate teachers. An additional aim was to establish knowledge of particular professional development experiences that the associate teachers of this study felt had positively impacted on their practice as mentors. Four ‘successful’ associate teachers, as identified by their visiting lecturers from within the University of Canterbury, College of Education, and five student teachers who were enrolled at the same university in one of the primary programmes at the time of the study, were interviewed regarding their perspectives. The data revealed three conceptual themes as being relevant to ‘successful’ mentoring of student teachers: acquiring professional knowledge, becoming a professional through practice – teaching the student teacher, and building professional relationships. Findings of this study suggest that pivotal to ‘successful’ mentoring is the establishment of a successful working relationship between the associate teacher and the student teacher. The study identified that the mentoring relationship is more likely to be viewed as being ‘successful’ if associate teachers demonstrate certain knowledge, dispositions and practices when mentoring student teachers. Findings also highlighted the vital role that communication plays in supporting this relationship, not only between the associate teacher and the student teacher, but also the significant impact that effective communication on behalf of the initial teacher education provider has. The findings of this study calls for a review into the way that initial teacher education providers communicate with associate teachers, suggesting that providers should introduce a face to face element to communication. What became apparent through this study was the conclusion that there were excellent examples of ‘successful’ associate teachers, including those that were interviewed for this study, who were mentoring student teachers. Initial teacher education providers need to draw from this wealth of knowledge by increasing the opportunities where they facilitate discussions between themselves and associate teachers, in order to ensure that they are supporting the professional growth of their student teachers. It is my hope that the findings of this study will help to inform initial teacher education providers about the mentoring of their student teachers and hopefully result in improved outcomes for student teachers in the future.
17

Guinee, Patricia Ann Lubinski Cheryl Ann. "A student teaching experience that focuses on elementary students' mathematical understanding." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064532.

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Thesis (Ph. D.)--Illinois State University, 2002.
Title from title page screen, viewed February 7, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Patricia H. Klass, Sherry L. Meier, Janet Warfield. Includes bibliographical references (leaves 220-230) and abstract. Also available in print.
18

Silverstein, Tanya. "Host art teachers and their feedback to student teachers during student teaching practicum." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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19

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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20

Fung, Suk-kam Wendy, and 馮淑琴. "A study of the relationships between school teachers and college student teachers in the practicum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956397.

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21

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.
22

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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23

Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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24

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.
25

Franc, Niccole Suzette. "Comparing Two Different Student Teaching Structures by Analyzing Conversations Between Student Teachers and Their Cooperating Teachers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3831.

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Research has shown that preservice teachers participating in traditional student teaching programs tend to focus on classroom management, with very little focus on student mathematical thinking. The student teaching program at BYU has been redesigned in the hopes of shifting the focus of student teachers away from classroom management toward student mathematical thinking. This study compared conversations between student teachers and cooperating teachers before and after the redesign of the program to work towards determining the effectiveness of the refocusing of the new student teaching program. The study found that STs and CTs in the different student teaching structures were talking about different things. Not only were the frequencies of conversations about pedagogy, students, and mathematics different, but the ways those individual topics were discussed was also different.
26

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
27

Lau, Man-shing. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachers themselves." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037884.

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28

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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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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30

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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31

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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32

Spangler, Susan Bloome Neuleib Janice. "An eagle winged like a worm regression under stress in student teachers /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251813381&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1179156866&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 14, 2007. Dissertation Committee: Janice Neuleib (chair), Claire Lamonica, James Meyer, Paula Ressler. Includes bibliographical references (leaves 223-228) and abstract. Also available in print.
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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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Lau, Kwok-wai. "A study of the assistance the student teachers expected and the help they received from the cooperating teachers in student teaching." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601058.

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35

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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Barron, Darlene H. "Student progress monitoring teachers' perceptions /." Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-07082009-152901.

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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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Tse, Kwok Keung Ernest. "Preservice teacher planning : a study of the journey from learners to teachers." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5329.

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Morgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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Gargaro, Danielle. "Teachers' attitudes, bias, and perceptions to students with AD/HD and effects on the teacher/student relationship." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009gargarod.pdf.

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41

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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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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43

Suwanarak, Kasma. "Effectiveness of student rating forms of teacher evaluation : perceptions of Thai university students and teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438362.

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44

Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.

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Supportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relatively new school model in which high school students earn college credits while working toward their high school diplomas. Quantitative analyses of the performance of ECHS students suggest students in early college high schools outperform their peers from comprehensive schools on a variety of measures. One important design element of these schools suggests that teachers must know students well to help them achieve academically and it is my assertion that supportive teacher-student relationships may contribute to ECHS students’ success.

For this study, I analyze qualitative data previously collected as part of a larger longitudinal study from students, teachers, and principals studying and working in 19 early college high schools in North Carolina. I employ Giddens’ theory of structuration as a lens for understanding the relationships between the agents (students, teachers, and principals) and the social structures that influence the experiences of those in the schools. I consider the leadership practices of the principals to promote supportive teacher-student relationships as well as teacher practices, and compared the adults’ claims to the students’ perceived experiences with their teachers. My findings reveal three elements in the social systems of the ECHS contribute to supportive teacher-student relationships which include the following: (1) the beliefs of teachers, students, and principals; (2) deliberate actions of principals and teachers; and (3) programs that create social spaces for such relationships to grow.

45

Adeyemi, Cheryl Moremi Presmeg Norma C. "Semiotic chaining preservice teacher beliefs and instructional practices /." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3172873.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed November 17, 2005. Dissertation Committee: Norma C. Presmeg (chair), Cynthia W. Langrall, Edward S. Mooney. Includes bibliographical references (leaves 289-301) and abstract. Also available in print.
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Coulon, Stephen C. "The effects of self instructional modules on the task statements of the cooperating teacher, the teaching bahaviors of the student teacher, and the inclass bahaviors of the pupils /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541708004.

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Au, Kit-oi Eliza. "A study on student teachers' conceptions of teaching : analysis based on metaphors and reflection /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553823.

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Parker, April C. Strutchens Marilyn E. "An exploratory study of the possible alignment between the beliefs and teaching practices of secondary mathematics pre-service teachers and their cooperating teachers and Its effects on the pre-service teachers' growth towards becoming reform based mathematics teachers." Auburn, Ala., 2007. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Parker_April_30.pdf.

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Knapp, Jennifer L. "Instructors and their students the relationship between out-of-class communication, student communication motives, student motivation, and instructor job satisfaction and motivation /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=6017.

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Posegate, Stephen C. 1954. "Changes in interns and cooperating teachers during music student teaching." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10341.

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Abstract:
xiv, 143 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
This descriptive study collected both qualitative data and quantitative data to gain an increased understanding of changes in interns and cooperating teachers during student teaching in music. Five dyads consisting of an intern and a cooperating teacher participated. I gathered quantitative data through analysis of 20 videotaped teaching episodes: one of each intern and cooperating teacher at the beginning and near the end of each placement. Two recognized experts in music student teaching viewed the episodes in randomized order. The experts scored the episodes on 30 items using the Survey of Teaching Effectiveness (STE). The experts also gave an overall rating of each lesson's quality. Additionally, I tallied statements of reinforcement as either specific or nonspecific and as either statements of approval or disapproval . An additional category was found during analysis: nonfunctional communication . I gathered quantitative and qualitative data with a one-page demographic survey and by individual interviews. Though the participants were unanimous in stating that the interns improved as teachers during the placement, no quantitative differences were found. Interns all experienced fulfilled expectations, effective preparation, capable application, increased professionalization, and successful induction. Cooperating teachers were agreed that their interns came into the placement prepared to be successful in student teaching.
Committee in charge: Harry Price, Chairperson, Music; Sharon Paul, Member, Music; David Doerksen, Member, Music; Roland Good, Outside Member, Special Education and Clinical Sciences
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