Dissertations / Theses on the topic 'Teacher and student wellbeing'
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Herriman, Mark E. "The three R's, relationships, relationships, relationships: How can teacher-student relationships be more positive and productive in secondary schools?" Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/230036/1/Mark_Herriman_Thesis.pdf.
Full textJefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.
Full textButler, Helen. "Student Wellbeing as Educational Practice: Learning from Educators’ Stories of Experience." Thesis, Australian Catholic University, 2017. https://acuresearchbank.acu.edu.au/download/542c3d139d37742295411aca31e8f8b8cb1cc5fcdb37ea9e8f21e289b4a06e36/5462160/BUTLER_2017_THESIS.pdf.
Full textDe, George-Walker Linda. "An Investigation of Teachers' Efficacy for Promoting and Supporting the Social and Emotional Health and Wellbeing of Students." Thesis, Griffith University, 2012. http://hdl.handle.net/10072/368121.
Full textThesis (PhD Doctorate)
Doctor of Philosophy in Organisational Psychology (PhD OrgPsych)
School of Psychology
Griffith Health
Full Text
Andersson, Anna, and Kajza Melandsö. "Psykisk hälsa i skolan, ett förebyggande arbete : En enkätstudie över lärare i ämnet Idrott och hälsas uppfattning om arbetet med psykisk hälsa på lektionstid." Thesis, Högskolan Dalarna, Socialt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29827.
Full textStudiens syfte var att studera hur lärare i Idrott och hälsa arbetar med psykisk hälsa, deras upplevda kunskapsnivå samt hur de önskar arbeta med psykisk hälsa. En kvantitativ enkätundersökning har genomförts via Facebook. I denna deltog totalt 146 respondenter. Resultatet har analyserats och tolkats utifrån teorierna KASAM och OCB rolluppfattning, samt utifrån tidigare forskning inom området. Resultatet visar att nästan alla respondenter anser att skolan har ansvar för undervisning i psykisk hälsa. Lärare planerar ganska sällan för psykisk hälsa på lektionstid, men berör ändå ämnet relativt ofta utanför schemalagd lektionstid. De flesta lärare anser sig ha en ganska god kunskap om psykisk hälsa, dock upplever mer än hälften att ämnet behandlats i låg omfattning under lärarutbildningen. De flesta lärare vill att psykisk hälsa ska utgöra en större del av undervisningen även om bristande tid och utrymme utgör hinder. Flera lärare föreslår att psykisk hälsa borde bli ett eget skolämne.
Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.
Full textLane, Nicola. "The role of the secondary school in student wellbeing." Thesis, University of Oxford, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589596.
Full textMoscatelli, 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.
Full textTitle from PDF title page (viewed on Apr. 15, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 166-179).
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.
Full textBlackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.
Full textPast 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.
Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1102.
Full textDenny, Simon John. "The association between school context and student health and wellbeing." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/9510.
Full textValentine, 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.
Full textTitle 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.
Prehoda, Lauren. "Teacher unions and student achievement." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4158.
Full textCopper, Michael C. "Teacher expectations and student achievement." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720325.
Full textCzarniecki, 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.
Full textBurr, Brenda Sue. "Student Voices in Teacher Evaluations." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4448.
Full textArteaga, Michael Anthony. "HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.
Full textHaig, Yvonne G. "Teacher perceptions of student speech." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1030.
Full textDinning, Laura. "Parent and Teacher Perceptions of Student Teacher Assistance Teams." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.
Full textO'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.
Full textBarnes, 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/.
Full textHon, Ka Ling. "Teacher-student relationship in an age of student consumerism." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11051/.
Full textCalhoun, Adam A. "Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation." University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.
Full textBroszczak, Amanda. "Music listening for student engagement: Teacher and student perspectives." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/133823/1/Amanda_Broszczak_Thesis.pdf.
Full textHagemeier, Nicholas E., Chelsea L. Beavers, and Tucker S. Carlson. "A Longitudinal Analysis of Pharmacy Student Wellbeing: The First Professional Year." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5429.
Full textEdgar, 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.
Full textPoklar, Ashley E. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.
Full textGrudnoff, 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.
Full textEddy, Thomas M. McNeal Larry. "Teacher and student perceptions of school environment and student discipline." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819892.
Full textTitle from title page screen, viewed June 14, 2006. Dissertation Committee: Larry McNeal (chair), Paul J. Baker, Lemuel W. Watson, Joe Parks. Includes bibliographical references (leaves 102-112) and abstract. Also available in print.
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.
Full textIrwin, Bartholomew. "Teacher Attitudes Toward Teacher Evaluation." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85527.
Full textEd. D.
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.
Full textGalarza, Elizabeth. "Teacher-Student Dialogic Exchange and Power." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10751430.
Full textAbstract Power is an unavoidable issue when discussing relationships between teachers and their students because teachers have both the sanctioned authority over students in school, as well as having the natural authority conveyed by being an adult. How can writing with students improve teacher-student relationships and soften the power differential? This dissertation explored the language of real and perceived power by analyzing the written conversations between a teacher (myself) and five of my sixth-grade students in dialogue journals. Although previous research indicates that writing in dialogue journals increases student empowerment, no research has focused on how these opportunities to shift power differentials might impact student learning and the teacher-student relationships. Drawing on Vygotsky?s sociocultural theory of language and learning and Rosenblatt?s transactional theory of reading and writing, this study examined language within the journals that indicated student empowerment, student disempowerment, and teacher-student relationship-building. Using a directed qualitative critical content analysis, five dialogue journals were analyzed to identify text that showed reinforcement of conventional language, reversal of conventional language, or the language of role equality. Findings suggest that when authentic relationships are built, and traditional roles are suspended, students are empowered in various ways, and language of equality can be attained. This research is important to the field of literacy studies because writing with students in dialogue journals is a classroom practice that can empower students and improve relationships between teachers and students. There is a mutual advantage in students and teachers developing an authentic, positive, growth-oriented working relationship. Keywords: dialogue journals, student empowerment, teacher-student relationships, conventional language, equality, written conversation, communication partners
De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.
Full textxiii, 223 leaves : ill. ; 28 cm.
Hutchinson, Steven. "Boundaries, bricolage and student-teacher learning." Thesis, Open University, 2008. http://oro.open.ac.uk/23596/.
Full textRickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.
Full textRizek, Courtney. "A Close Teacher Makes a Better Student: The Impact of Teacher-Student Relationship on Adolescents' Academic Motivation." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336952967.
Full textClair, Jon. "Exploring the Effects of Boarding School Staffing Models on Staff and Student Wellbeing: A Comparative Case Study of Boarding Staff Perspectives." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/408096.
Full textThesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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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.
Full textTitle from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
Pettis, Kelly Sue. "The Relationship Between Teacher-Student Interactions and Student Course Engagement from a Student Perspective." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638859.
Full textThe extent of the relationship between teacher-student interaction and student course engagement was not known. This quantitative, correlational study examined if, and to what extent, a relationship existed between these four domains and student course engagement of technical college students. The Model of Teacher Behavior, Social Cognitive Theory, and the engagement conceptual framework provided the theoretical foundations and framework for this study. The research questions addressed if there was a significant relationship between each domain of teacher-student interaction and student course engagement, and of the four domains, which was the strongest, as well as weakest predictor of student course engagement. One hundred eighty-five participants enrolled in English classes at a technical college in the Northeastern United States completed the questionnaires on Teacher Interaction and Student Course Engagement. Pearson’s r – a parametric statistic – revealed a positive relationship between cooperation and student course engagement: r = .363, p < .001, two-tailed. This relationship suggested that as scores on cooperation increase, student course engagement also tends to increase. The results from the bootstrap approach for the regression analysis suggested the cooperation domain was significantly associated with course engagement: 95% CI [.32, 1.41]. This study adds to the existing body of knowledge on teacher-student interactions and student course engagement by focusing on each domain of teacher-student interaction.
Roe, John Wilford. "Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/704.
Full textRickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.
Full textteachers as an initiator of self reflection on teaching practice.
Cayanus, Jacob L. "The relationships between teacher self-disclosure, student motives, student affect, relational certainty, and student participation." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2428.
Full textNugent, Tisome. "THE IMPACT OF TEACHER-STUDENT INTERACTION ON STUDENT MOTIVATION AND ACHIEVEMENT." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3770.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
Winton, Terry W. "Student and Teacher Perceptions of Standards-based Grading and Student Performance." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728021.
Full textAssessing student learning has been part of education since the beginning of formalized schooling. Developments at the national, state, and local level have led to grading reforms over the past quarter century. The purpose of this study was to explore students’ and teachers’ perceptions of standards-based grading to determine if there was a significant difference on standardized tests scores between students graded using standards-based grading and students graded using traditional grading. Teachers and students from one Missouri high school were interviewed to determine their perceptions about standards-based grading. A stratified sample was utilized to select interviewees. Artifacts from the district were analyzed to determine the process in the implementation of standards-based grading. Quantitative data were obtained from the Missouri Department of Elementary and Secondary Education to compare the Missouri Assessment Performance (MAP) Index scores and means on end-of-course exams from the participating high school with Missouri students. A t-test was utilized to determine the difference between the two means. The data revealed teachers’ perceptions of standards-based grading were varied, with only two teachers who preferred standards-based grading. Student perceptions were more positive than those of teachers, with 50% of students who were interviewed preferring standards-based grading. Quantitative data revealed no statistically significant difference between the means on end-of-course exams of students assessed with standards-based grading and students assessed with traditional grading in five of the eight subject areas studied.
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.
Full textMuir, Ross A. "Investigating teacher work and overall impact on wellbeing: A secondary school case study." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/127642/2/Ross_Muir_Thesis.pdf.
Full textRiekie, Helen Mary. "Student wellbeing, resilience and moral identity: Does the school climate have an impact?" Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/1366.
Full textSeton, Steven S. "Teacher cognition the effects of prior experience on becoming a teacher /." Connect to full text, 2007. http://hdl.handle.net/2123/1864.
Full textTitle from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2007. Includes bibliographical references. Also issued in print.