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Artykuły w czasopismach na temat "Teacher-student relationships"
Davis, Kathryn S., i David R. Dupper. "Student-Teacher Relationships". Journal of Human Behavior in the Social Environment 9, nr 1-2 (7.07.2004): 179–93. http://dx.doi.org/10.1300/j137v09n01_12.
Pełny tekst źródłaToste, Jessica R., Nancy L. Heath, Carol McDonald Connor i Peng Peng. "Reconceptualizing Teacher-Student Relationships". Elementary School Journal 116, nr 1 (wrzesień 2015): 30–48. http://dx.doi.org/10.1086/683110.
Pełny tekst źródłaPrewett, Sara L., David A. Bergin i Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective". School Psychology International 40, nr 1 (15.11.2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.
Pełny tekst źródłaLevering, Bas. "Disappointment in teacher-student relationships". Journal of Curriculum Studies 32, nr 1 (styczeń 2000): 65–74. http://dx.doi.org/10.1080/002202700182853.
Pełny tekst źródłaGehlbach, Hunter, Maureen E. Brinkworth i Anna D. Harris. "Changes in teacher-student relationships". British Journal of Educational Psychology 82, nr 4 (22.12.2011): 690–704. http://dx.doi.org/10.1111/j.2044-8279.2011.02058.x.
Pełny tekst źródłaMcFarland, Laura, Elizabeth Murray i Sivanes Phillipson. "Student–teacher relationships and student self-concept: Relations with teacher and student gender". Australian Journal of Education 60, nr 1 (4.02.2016): 5–25. http://dx.doi.org/10.1177/0004944115626426.
Pełny tekst źródłaKoenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren i Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview". Journal of Psychoeducational Assessment 37, nr 7 (28.09.2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.
Pełny tekst źródłaLosh, Ainsley, Yasamin Bolourian, Geovanna Rodriguez, Abbey Eisenhower i Jan Blacher. "Early student-teacher relationships and autism: Student perspectives and teacher concordance". Journal of Applied Developmental Psychology 79 (marzec 2022): 101394. http://dx.doi.org/10.1016/j.appdev.2022.101394.
Pełny tekst źródłaHirschkorn, Mark. "Student–teacher relationships and teacher induction: Ben's story". Teacher Development 13, nr 3 (sierpień 2009): 205–17. http://dx.doi.org/10.1080/13664530903335566.
Pełny tekst źródłaSpilt, Jantine L., Helma M. Y. Koomen i Jochem T. Thijs. "Teacher Wellbeing: The Importance of Teacher–Student Relationships". Educational Psychology Review 23, nr 4 (12.07.2011): 457–77. http://dx.doi.org/10.1007/s10648-011-9170-y.
Pełny tekst źródłaRozprawy doktorskie na temat "Teacher-student relationships"
Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.
Pełny tekst źródłaChandler, Jack L. "Conflict in student teacher-cooperating teacher relationships". Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
Pełny tekst źródłaBlackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.
Pełny tekst źródłaPast 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.
Pełny tekst źródłaArteaga, Michael Anthony. "HANDBOOK ON TEACHER-STUDENT RELATIONSHIPS". CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/574.
Pełny tekst źródłaBussone, 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.
Pełny tekst źródłaPh.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.
Pełny tekst źródłaEdgar, 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.
Pełny tekst źródłaNugent, 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.
Pełny tekst źródłaEd.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.
Pełny tekst źródłaKsiążki na temat "Teacher-student relationships"
Yamashiro, Beth Bernstein. Teacher-student relationships: Toward personalized education. Hoboken, NJ: Jossey-Bass, 2013.
Znajdź pełny tekst źródłaGhose, Subhas Chandra. Teacher-student relationship and its impact on student unrest. New Delhi: Northern Book Centre, 1989.
Znajdź pełny tekst źródłaArias, Dana. Dear parents: From your child's loving teacher. New York: Aviva Publishing, 2013.
Znajdź pełny tekst źródłaGarcía-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.
Pełny tekst źródłaMartin, Ann M. Karen's new teacher. New York: Scholastic, 1991.
Znajdź pełny tekst źródłaBowen, Chris. Our kids: Building relationships in the classroom. Denver, Colo: Outskirts Press, 2008.
Znajdź pełny tekst źródłaChessex-Viguet, Christiane. L' école est un roman: Essai sur la relation pédagogique dans la littérature européenne. Lausanne: Éditions d'en bas, 1990.
Znajdź pełny tekst źródłaMiśra, Phūlakānta. Guru-śishya-sambandha: Prācīna evaṃ arvācīna kāla meṃ. Dillī: Nāga Prakāśana, 1996.
Znajdź pełny tekst źródłaShao, Xiaofeng. Bai nian lai Zhongguo shi sheng guan xi si xiang shi yan jiu. Wyd. 8. Chengdu Shi: Sichuan da xue chu ban she, 2009.
Znajdź pełny tekst źródłaChatchawān, 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.
Znajdź pełny tekst źródłaCzęści książek na temat "Teacher-student relationships"
Chalfant, Andromache, Marsha Ginsberg i Regina García. "Teacher / Student Relationships". W Sceneshift, 53–63. New York: Focal Press, 2022. http://dx.doi.org/10.4324/9781003148197-8.
Pełny tekst źródłaBear, George G. "Promoting Positive Teacher-Student Relationships". W Improving School Climate, 21–33. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-2.
Pełny tekst źródłaPlatz, Monika. "Trust in the Teacher-Student Relationship". W Good Relationships in Schools, 65–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.
Pełny tekst źródłaPlatz, Monika. "Care in the Teacher-Student Relationship". W Good Relationships in Schools, 45–63. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.
Pełny tekst źródłaMaulana, Ridwan, i Marie-Christine Opdenakker. "Do Teacher-Student Relationships Deteriorate Over Time?" W Interpersonal Relationships in Education, 133–57. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-701-8_9.
Pełny tekst źródłaThijs, Jochem. "Student-Teacher Relationships and Interethnic Relations". W 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.
Pełny tekst źródłaMorris, David. "Relationships Between Pupils and Teachers". W 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.
Pełny tekst źródłaWentzel, Kathryn R. "Teacher-Student Relationships and Adolescent Competence at School". W Interpersonal Relationships in Education, 19–35. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-939-8_2.
Pełny tekst źródłaPlatz, Monika. "Central Characteristics of a Good Teacher-Student Relationship". W Good Relationships in Schools, 27–43. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_3.
Pełny tekst źródłaHofkens, Tara L., i Robert C. Pianta. "Teacher–Student Relationships, Engagement in School, and Student Outcomes". W 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.
Pełny tekst źródłaStreszczenia konferencji na temat "Teacher-student relationships"
Yak, Hasida, i Dalit Levy. "TEACHER-STUDENT RELATIONSHIPS IN ONLINE COURSES". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2176.
Pełny tekst źródłaAmorim Neto, Roque do Carmo. "The Impact of Curiosity on Teacher-Student Relationships". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1428576.
Pełny tekst źródłaGalletta Horner, Christy. "Teacher Candidates Wonder: Can Emotional Labor and Authentic Student-Teacher Relationships Coexist?" W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587168.
Pełny tekst źródłaKang, Donghyun. "Gender Differences in Teacher-Student Relationships and School Engagement". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886343.
Pełny tekst źródłaKang, Donghyun. "Gender Differences in Teacher-Student Relationships and School Engagement". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1886343.
Pełny tekst źródłaPaisilazarescu, Mihaela, i Maria magdalena Stan. "DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING". W eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.
Pełny tekst źródłaLiu, Xiaobin, i Shiliang Zhang. "Graph Consistency Based Mean-Teaching for Unsupervised Domain Adaptive Person Re-Identification". W 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.
Pełny tekst źródłaHuang, Haigen. "Linking Student Survey Results With Learning Outcomes: Teacher-Student Relationships and Student End-of-Grade Achievement". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1429231.
Pełny tekst źródłaDesmet, Ophélie. "The Effect of Student-Teacher Relationships on Students' Attitudes Toward Mathematics". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1574388.
Pełny tekst źródłaGannon, Colleen. "Building Student-Teacher Relationships That Affirm the Capacity of Black Males". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585948.
Pełny tekst źródłaRaporty organizacyjne na temat "Teacher-student relationships"
McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles i Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, wrzesień 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.
Pełny tekst źródłaFilmer, Deon, Vatsal Nahata i Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), grudzień 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.
Pełny tekst źródłaBoyd, Sally, i Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, październik 2021. http://dx.doi.org/10.18296/rep.0016.
Pełny tekst źródłaHwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto i Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), luty 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.
Pełny tekst źródłaMcElhaney, Kevin, Anthony Baker, Carly Chillmon, Zareen Kasad, Babe Liberman i Jeremy Roschelle. An Initial Logic Model to Guide OpenSciEd Research: Updated Version. Digital Promise, marzec 2022. http://dx.doi.org/10.51388/20.500.12265/152.
Pełny tekst źródłaHillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-598-0.
Pełny tekst źródłaHillman, Kylie, i Sue Thomson. 2018 Australian TALIS-PISA Link Report. Australian Council for Educational Research, sierpień 2021. http://dx.doi.org/10.37517/978-1-74286-628-4.
Pełny tekst źródłaGuo, Qi, i 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, maj 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.
Pełny tekst źródłaDrouet Arias, Marcelo, Gregory Elacqua, Luana Marotta i Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, styczeń 2023. http://dx.doi.org/10.18235/0004685.
Pełny tekst źródłaBarjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), wrzesień 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.
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