Littérature scientifique sur le sujet « Teacher-student relationships »
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Articles de revues sur le sujet "Teacher-student relationships"
Davis, Kathryn S., et David R. Dupper. « Student-Teacher Relationships ». Journal of Human Behavior in the Social Environment 9, no 1-2 (7 juillet 2004) : 179–93. http://dx.doi.org/10.1300/j137v09n01_12.
Texte intégralToste, Jessica R., Nancy L. Heath, Carol McDonald Connor et Peng Peng. « Reconceptualizing Teacher-Student Relationships ». Elementary School Journal 116, no 1 (septembre 2015) : 30–48. http://dx.doi.org/10.1086/683110.
Texte intégralPrewett, Sara L., David A. Bergin et Francis L. Huang. « Student and teacher perceptions on student-teacher relationship quality : A middle school perspective ». School Psychology International 40, no 1 (15 novembre 2018) : 66–87. http://dx.doi.org/10.1177/0143034318807743.
Texte intégralLevering, Bas. « Disappointment in teacher-student relationships ». Journal of Curriculum Studies 32, no 1 (janvier 2000) : 65–74. http://dx.doi.org/10.1080/002202700182853.
Texte intégralGehlbach, Hunter, Maureen E. Brinkworth et Anna D. Harris. « Changes in teacher-student relationships ». British Journal of Educational Psychology 82, no 4 (22 décembre 2011) : 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.
Texte intégralMcFarland, Laura, Elizabeth Murray et Sivanes Phillipson. « Student–teacher relationships and student self-concept : Relations with teacher and student gender ». Australian Journal of Education 60, no 1 (4 février 2016) : 5–25. http://dx.doi.org/10.1177/0004944115626426.
Texte intégralKoenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren et Jantine L. Spilt. « Teacher–Student Relationships in Special Education : The Value of the Teacher Relationship Interview ». Journal of Psychoeducational Assessment 37, no 7 (28 septembre 2018) : 874–86. http://dx.doi.org/10.1177/0734282918803033.
Texte intégralLosh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower et Jan Blacher. « Early student-teacher relationships and autism : Student perspectives and teacher concordance ». Journal of Applied Developmental Psychology 79 (mars 2022) : 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.
Texte intégralHirschkorn, Mark. « Student–teacher relationships and teacher induction : Ben's story ». Teacher Development 13, no 3 (août 2009) : 205–17. http://dx.doi.org/10.1080/13664530903335566.
Texte intégralSpilt, Jantine L., Helma M. Y. Koomen et Jochem T. Thijs. « Teacher Wellbeing : The Importance of Teacher–Student Relationships ». Educational Psychology Review 23, no 4 (12 juillet 2011) : 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.
Texte intégralThèses sur le sujet "Teacher-student relationships"
Huggins, Lynda Rose. « Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship ». ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.
Texte intégralChandler, Jack L. « Conflict in student teacher-cooperating teacher relationships ». Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Texte intégralBlackmore, Jacqueline Hilary. « Teacher-Student Relationships and Student Writing Achievement ». Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.
Texte intégralPast 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.
Texte intégralArteaga, Michael Anthony. « HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS ». CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.
Texte intégralBussone, Krista Ann D'Albenzio. « Making Friends : Teacher Influence on Students' Peer Relationships ». Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.
Texte intégralPh.D.
A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in students' peer relationships. In lower grade groups (kindergarten to second grade), there were significant sex differences, with boys rating their teachers as more involved than girls; sex differences were not significant in either the middle (third to fifth grade) or upper (sixth to eighth grade) grade groups. As hypothesized, there were significant differences between grade groups, with students in the lower grades rating their teacher as more involved than students in either the middle or upper grade groups, and middle grade groups rating their teachers as more involved than the upper grade groups. Teacher and student perceptions of teacher involvement in students' peer relationships were then analyzed to determine whether these perceptions were related to classroom cohesiveness, as measured by social networks. The results were not significant, indicating that teacher and student perceptions of teacher involvement in students' peer relationships were not related to classroom social networks. This research provides a first look into both teacher and student perceptions into teacher involvement in classroom peer relationships, which school psychologists can use to help teachers construct supportive classroom environments. This research is a case study of one school, and therefore generalization from this sample is difficult. Future research should examine this element in schools of varying climate and region.
Temple University--Theses
Calhoun, Adam A. « Teacher-Student Relationships, Classroom Environment, and Student Intrinsic Motivation ». University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1565098233906771.
Texte intégralEdgar, 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.
Texte intégralNugent, 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.
Texte intégralEd.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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.
Texte intégralLivres sur le sujet "Teacher-student relationships"
Yamashiro, Beth Bernstein. Teacher-student relationships : Toward personalized education. Hoboken, NJ : Jossey-Bass, 2013.
Trouver le texte intégralGhose, Subhas Chandra. Teacher-student relationship and its impact on student unrest. New Delhi : Northern Book Centre, 1989.
Trouver le texte intégralArias, Dana. Dear parents : From your child's loving teacher. New York : Aviva Publishing, 2013.
Trouver le texte intégralGarcía-Moya, Irene. The Importance of Connectedness in Student-Teacher Relationships. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43446-5.
Texte intégralMartin, Ann M. Karen's new teacher. New York : Scholastic, 1991.
Trouver le texte intégralBowen, Chris. Our kids : Building relationships in the classroom. Denver, Colo : Outskirts Press, 2008.
Trouver le texte intégralChessex-Viguet, Christiane. L' école est un roman : Essai sur la relation pédagogique dans la littérature européenne. Lausanne : Éditions d'en bas, 1990.
Trouver le texte intégralMiśra, Phūlakānta. Guru-śishya-sambandha : Prācīna evaṃ arvācīna kāla meṃ. Dillī : Nāga Prakāśana, 1996.
Trouver le texte intégralShao, Xiaofeng. Bai nian lai Zhongguo shi sheng guan xi si xiang shi yan jiu. 8e éd. Chengdu Shi : Sichuan da xue chu ban she, 2009.
Trouver le texte intégralChatchawān, Somnưk. Rāingān kānwičhai rư̄ang botbāt kap panhā læ ʻuppasak khō̜ng khrū nai khēt ʻAmphœ̄ Mư̄ang Chīang Mai nai kānkǣkhai phrưttikam thī penpanhā khō̜ng dek nakrīan wairun. [Chiang Mai : Sathāban Wičhai Sangkhom, Mahāwitthayālai Chīang Mai, 1988.
Trouver le texte intégralChapitres de livres sur le sujet "Teacher-student relationships"
Chalfant, Andromache, Marsha Ginsberg et Regina García. « Teacher / Student Relationships ». Dans Sceneshift, 53–63. New York : Focal Press, 2022. http://dx.doi.org/10.4324/9781003148197-8.
Texte intégralBear, George G. « Promoting Positive Teacher-Student Relationships ». Dans Improving School Climate, 21–33. New York : Routledge, 2020. : Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-2.
Texte intégralPlatz, Monika. « Trust in the Teacher-Student Relationship ». Dans Good Relationships in Schools, 65–81. Berlin, Heidelberg : Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.
Texte intégralPlatz, Monika. « Care in the Teacher-Student Relationship ». Dans Good Relationships in Schools, 45–63. Berlin, Heidelberg : Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.
Texte intégralMaulana, Ridwan, et Marie-Christine Opdenakker. « Do Teacher-Student Relationships Deteriorate Over Time ? » Dans Interpersonal Relationships in Education, 133–57. Rotterdam : SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_9.
Texte intégralThijs, Jochem. « Student-Teacher Relationships and Interethnic Relations ». Dans The Wiley Handbook of Group Processes in Children and Adolescents, 416–34. Chichester, UK : John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118773123.ch20.
Texte intégralMorris, David. « Relationships Between Pupils and Teachers ». Dans Student Voice and Teacher Professional Development, 73–92. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23467-6_4.
Texte intégralWentzel, Kathryn R. « Teacher-Student Relationships and Adolescent Competence at School ». Dans Interpersonal Relationships in Education, 19–35. Rotterdam : SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_2.
Texte intégralPlatz, Monika. « Central Characteristics of a Good Teacher-Student Relationship ». Dans Good Relationships in Schools, 27–43. Berlin, Heidelberg : Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_3.
Texte intégralHofkens, Tara L., et Robert C. Pianta. « Teacher–Student Relationships, Engagement in School, and Student Outcomes ». Dans Handbook of Research on Student Engagement, 431–49. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-07853-8_20.
Texte intégralActes de conférences sur le sujet "Teacher-student relationships"
Yak, Hasida, et Dalit Levy. « TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES ». Dans International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2176.
Texte intégralAmorim Neto, Roque do Carmo. « The Impact of Curiosity on Teacher-Student Relationships ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1428576.
Texte intégralGalletta Horner, Christy. « Teacher Candidates Wonder : Can Emotional Labor and Authentic Student-Teacher Relationships Coexist ? » Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1587168.
Texte intégralKang, Donghyun. « Gender Differences in Teacher-Student Relationships and School Engagement ». Dans AERA 2022. USA : AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886343.
Texte intégralKang, Donghyun. « Gender Differences in Teacher-Student Relationships and School Engagement ». Dans 2022 AERA Annual Meeting. Washington DC : AERA, 2022. http://dx.doi.org/10.3102/1886343.
Texte intégralPaisilazarescu, Mihaela, et Maria magdalena Stan. « DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING ». Dans eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.
Texte intégralLiu, Xiaobin, et Shiliang Zhang. « Graph Consistency Based Mean-Teaching for Unsupervised Domain Adaptive Person Re-Identification ». Dans Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California : International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/121.
Texte intégralHuang, Haigen. « Linking Student Survey Results With Learning Outcomes : Teacher-Student Relationships and Student End-of-Grade Achievement ». Dans 2019 AERA Annual Meeting. Washington DC : AERA, 2019. http://dx.doi.org/10.3102/1429231.
Texte intégralDesmet, Ophélie. « The Effect of Student-Teacher Relationships on Students' Attitudes Toward Mathematics ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1574388.
Texte intégralGannon, Colleen. « Building Student-Teacher Relationships That Affirm the Capacity of Black Males ». Dans 2020 AERA Annual Meeting. Washington DC : AERA, 2020. http://dx.doi.org/10.3102/1585948.
Texte intégralRapports d'organisations sur le sujet "Teacher-student relationships"
McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles et Talia Shalev. Parent Teacher Home Visits : An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, septembre 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Texte intégralFilmer, Deon, Vatsal Nahata et Shwetlena Sabarwal. Preparation, Practice, and Beliefs : A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), décembre 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.
Texte intégralBoyd, Sally, et Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, octobre 2021. http://dx.doi.org/10.18296/rep.0016.
Texte intégralHwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto et Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), février 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.
Texte intégralMcElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman et Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research : Updated Version. Digital Promise, mars 2022. http://dx.doi.org/10.51388/20.500.12265/152.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Texte intégralHillman, Kylie, et Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, août 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Texte intégralGuo, Qi, et Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education : A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, mai 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.
Texte intégralDrouet Arias, Marcelo, Gregory Elacqua, Luana Marotta et Leonardo Rosa. Does an Education Major Matter for Teaching ? : The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, janvier 2023. http://dx.doi.org/10.18235/0004685.
Texte intégralBarjum, Daniel. PDIA for Systems Change : Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), septembre 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
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