Artykuły w czasopismach na temat „Teacher-student relationships – United States – Periodicals”
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Bear, George G., Chunyan Yang, Joseph Glutting, Xishan Huang, Xianyou He, Wei Zhang i Dandan Chen. "Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States". International Journal of School & Educational Psychology 2, nr 4 (2.10.2014): 247–60. http://dx.doi.org/10.1080/21683603.2014.883342.
Pełny tekst źródłaS.Yoon, Jina. "TEACHER CHARACTERISTICS AS PREDICTORS OF TEACHER-STUDENT RELATIONSHIPS: STRESS, NEGATIVE AFFECT, AND SELF-EFFICACY". Social Behavior and Personality: an international journal 30, nr 5 (1.01.2002): 485–93. http://dx.doi.org/10.2224/sbp.2002.30.5.485.
Pełny tekst źródłaWoo, Hansol. "Teacher leadership and student achievement in South Korea and the United States". Korean Comparative Education Society 32, nr 4 (30.09.2022): 109–42. http://dx.doi.org/10.20306/kces.2022.9.30.109.
Pełny tekst źródłaOreshkina, Maria, i Katherine Greenberg. "Teacher-student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students". Journal of Pedagogy / Pedagogický casopis 1, nr 2 (1.01.2010): 52–66. http://dx.doi.org/10.2478/v10159-010-0009-2.
Pełny tekst źródłaSwanson, Elise, i Gary Ritter. "Using Classroom Observations and Student Surveys to Evaluate Alternatively Certified Teachers". Journal of School Leadership 28, nr 5 (wrzesień 2018): 642–70. http://dx.doi.org/10.1177/105268461802800504.
Pełny tekst źródłaWu, Yin. "Universal Beliefs and Specific Practices: Students’ Math Self-Efficacy and Related Factors in the United States and China". International Education Studies 9, nr 12 (28.11.2016): 61. http://dx.doi.org/10.5539/ies.v9n12p61.
Pełny tekst źródłaKirk, Chris Michael, Rhonda K. Lewis, Kyrah Brown, Brittany Karibo, Angela Scott i Elle Park. "The Empowering Schools Project". Youth & Society 49, nr 6 (13.01.2015): 827–47. http://dx.doi.org/10.1177/0044118x14566118.
Pełny tekst źródłaMartino, Lisa M. "Postsecondary Teacher Quality and Student Achievement in Florida's Career Certificate Programs Using a Causal-Comparative Study". Career and Technical Education Research 46, nr 1 (31.05.2021): 16–33. http://dx.doi.org/10.5328/cter46.1.16.
Pełny tekst źródłaCoelho, Jeffrey D. "Student Perceptions of Physical Education in a Mandatory College Program". Journal of Teaching in Physical Education 19, nr 2 (styczeń 2000): 222–45. http://dx.doi.org/10.1123/jtpe.19.2.222.
Pełny tekst źródłaSullivan, Terri N., Elizabeth A. Goncy, Rachel C. Garthe, Megan M. Carlson, Kathryn L. Behrhorst i Albert D. Farrell. "Patterns of Dating Aggression and Victimization in Relation to School Environment Factors Among Middle School Students". Youth & Society 52, nr 7 (26.04.2019): 1128–52. http://dx.doi.org/10.1177/0044118x19844884.
Pełny tekst źródłaFischer, Christian, Brandon Foster, Ayana Mccoy, Frances Lawrenz, Chris Dede, Arthur Eisenkraft, Barry J. Fishman, Kim Frumin i Abigail Jurist Levy. "Identifying Levers Related to Student Performance on High-Stakes Science Exams: Examining School, Teaching, Teacher, and Professional Development Characteristics". Teachers College Record: The Voice of Scholarship in Education 122, nr 2 (luty 2020): 1–64. http://dx.doi.org/10.1177/016146812012200202.
Pełny tekst źródłaArmstrong, Ashley N., i Timothy F. Slater. "Influence of Karen Immigrant Students on Teachers’ Instructional Decisions in the Rural United States". Education Sciences 14, nr 6 (6.06.2024): 612. http://dx.doi.org/10.3390/educsci14060612.
Pełny tekst źródłaKeedy, John L. "The Twin Engines of School Reform for the 1990s: The School Sites and National Coalitions". Journal of School Leadership 4, nr 1 (styczeń 1994): 94–111. http://dx.doi.org/10.1177/105268469400400108.
Pełny tekst źródłaPowell, Arthur, i Marilyn Frankenstein. "In His Prime: Dirk Jan Struik Reflects on 103 Years of Mathematical and Political Activities". Harvard Educational Review 69, nr 4 (1.12.1999): 416–47. http://dx.doi.org/10.17763/haer.69.4.7x6m4n161g081105.
Pełny tekst źródłaNichols, Janet Alys, William Dee Nichols i William H. Rupley. "Teacher efficacy and attributes on the implementation of tiered instructional frameworks". International Journal of Evaluation and Research in Education (IJERE) 9, nr 3 (1.09.2020): 731. http://dx.doi.org/10.11591/ijere.v9i3.20625.
Pełny tekst źródłaPizana, Ruby F. "Collective Efficacy and Co-Teaching Relationships in Inclusive Classrooms". International Journal of Multidisciplinary: Applied Business and Education Research 3, nr 9 (13.09.2022): 1812–25. http://dx.doi.org/10.11594/ijmaber.03.09.22.
Pełny tekst źródłaKreer, Mikhail, Tatiana Skazochkina i Aleksandr Skazochkin. "Methodological Map as a New Element of the Diagnostic System of Personnel Training for Modern Economy". Science Management: Theory and Practice 3, nr 3 (28.09.2021): 45–60. http://dx.doi.org/10.19181/smtp.2021.3.3.2.
Pełny tekst źródłaGallo, Sarah, i Andrea Ortiz. "“Airplanes Not Walls”: Broaching Unauthorized (Im)migration and Schooling in Mexico". Teachers College Record: The Voice of Scholarship in Education 122, nr 8 (sierpień 2020): 1–40. http://dx.doi.org/10.1177/016146812012200810.
Pełny tekst źródłaFlanders, James R. "Textbooks, Teachers, and the SIMS Test". Journal for Research in Mathematics Education 25, nr 3 (maj 1994): 260–78. http://dx.doi.org/10.5951/jresematheduc.25.3.0260.
Pełny tekst źródłaWang, Cixin, Dengting Boyanton, Ana-Sophia M. Ross, Jia Li Liu, Kathryn Sullivan i Kieu Anh Do. "School climate, victimization, and mental health outcomes among elementary school students in China". School Psychology International 39, nr 6 (26.11.2018): 587–605. http://dx.doi.org/10.1177/0143034318805517.
Pełny tekst źródłaNadelson, Louis S., Jennifer Throndsen, J. Eric Campbell, Melanie Arp, Melanie Durfee, Kami Dupree, Tyler Poll i Sydnie Schoepf. "Are They Using the Data? Teacher Perceptions of, Practices with, and Preparation to Use Assessment Data". International Journal of Education 8, nr 3 (1.09.2016): 50. http://dx.doi.org/10.5296/ije.v8i3.9567.
Pełny tekst źródłaZhang, Kexin. "Comparative Analysis of Chinese and American Mode of Classroom Instruction on Youths Employment Adaptability". Lecture Notes in Education Psychology and Public Media 30, nr 1 (7.12.2023): 239–46. http://dx.doi.org/10.54254/2753-7048/30/20231687.
Pełny tekst źródłaPratt, Comfort. "Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest". Journal of Language Teaching 4, nr 1 (22.02.2024): 16–25. http://dx.doi.org/10.54475/jlt.2024.003.
Pełny tekst źródłaGrant, Donald E., i Jerell B. Hill. "Activating Culturally Empathic Motivation in Diverse Students". Journal of Education and Learning 9, nr 5 (17.08.2020): 45. http://dx.doi.org/10.5539/jel.v9n5p45.
Pełny tekst źródłaSuparman, Deasy, Riana Sahrani i Soemiarti Patmonodewo. "MOTIVASI BELAJAR BAHASA MANDARIN REMAJA AWAL: PERAN SELF-EFFICACY, PARENTAL INVOLVEMENT, DAN TEACHER STUDENT RELATIONSHIP". Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 3, nr 1 (13.04.2019): 259. http://dx.doi.org/10.24912/jmishumsen.v3i1.3560.
Pełny tekst źródłaPaul, Lissa, Heather Ferretti, Veronica Lee i Kerry Shoalts. "Teaching in the time of COVID". Book 2.0 11, nr 1 (1.08.2021): 81–93. http://dx.doi.org/10.1386/btwo_00045_1.
Pełny tekst źródłaNelson, Joseph Derrick. "Relational Teaching with Black Boys: Strategies for Learning at a Single-Sex Middle School for Boys of Color". Teachers College Record: The Voice of Scholarship in Education 118, nr 6 (czerwiec 2016): 1–30. http://dx.doi.org/10.1177/016146811611800608.
Pełny tekst źródłaVolungis, Adam M., i Katie Goodman. "School Violence Prevention". SAGE Open 7, nr 1 (styczeń 2017): 215824401770046. http://dx.doi.org/10.1177/2158244017700460.
Pełny tekst źródłaSchles, Rachel Anne, i Madeline Chastain. "Teachers of Students With Visual Impairments: Motivations for Entering the Field of Visual Impairment and Reflections on Pre-Service Training". Journal of Visual Impairment & Blindness 117, nr 1 (styczeń 2023): 62–73. http://dx.doi.org/10.1177/0145482x221149980.
Pełny tekst źródłaIngle, W. Kyle, Namok Choi i Marco A. Munoz. "School leaders' preferences for teacher applicant characteristics in a large urban school district". Journal of Educational Administration 59, nr 5 (7.06.2021): 615–33. http://dx.doi.org/10.1108/jea-10-2020-0213.
Pełny tekst źródłaZheng, Qiao, Lingyan Li, Huijuan Chen i Susanna Loeb. "What Aspects of Principal Leadership Are Most Highly Correlated With School Outcomes in China?" Educational Administration Quarterly 53, nr 3 (3.05.2017): 409–47. http://dx.doi.org/10.1177/0013161x17706152.
Pełny tekst źródłaAhmad Zabidi Abd Razak, Mazzlida Mat Deli, Suhaibah Mukhtar,. "Evolution of the Scholarly Landscape in Teacher Leadership Research: A Bibliometric Examination of Literature from 2014 To 2023". Tuijin Jishu/Journal of Propulsion Technology 44, nr 3 (11.09.2023): 4016–33. http://dx.doi.org/10.52783/tjjpt.v44.i3.2198.
Pełny tekst źródłaPratt, Comfort. "Spanish teachers’ perceptions about their positive impact on their students to maintain their interest". Journal of Language Teaching 3, nr 5 (30.04.2023): 1–11. http://dx.doi.org/10.54475/jlt.2023.010.
Pełny tekst źródłaLee, Jaekyung. "Two Worlds of Private Tutoring: The Prevalence and Causes of After-School Mathematics Tutoring in Korea and the United States". Teachers College Record: The Voice of Scholarship in Education 109, nr 5 (maj 2007): 1207–34. http://dx.doi.org/10.1177/016146810710900507.
Pełny tekst źródłaKim, Yoonjeon. "Revisiting Classroom Practices in East Asian Countries: Examination of Within-Country Variations and Effects of Classroom Instruction". Teachers College Record: The Voice of Scholarship in Education 120, nr 7 (lipiec 2018): 1–42. http://dx.doi.org/10.1177/016146811812000706.
Pełny tekst źródłaGill, Michele Gregoire, i Bobby Hoffman. "Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction". Teachers College Record: The Voice of Scholarship in Education 111, nr 5 (maj 2009): 1242–73. http://dx.doi.org/10.1177/016146810911100506.
Pełny tekst źródłaGeorge, B. "Legal Aspects of Ethical Decision-Making in the Event of Sexual Harassment and Discrimination in the Workplace". Business Ethics and Leadership 3, nr 4 (2019): 34–42. http://dx.doi.org/10.21272/bel.3(4).34-42.2019.
Pełny tekst źródłaYoon, Susan, Jessica Koehler Yom, Zhitong Yang i Lei Liu. "The Effects of Teachers’ Social and Human Capital on Urban Science Reform Initiatives: Considerations for Professional Development". Teachers College Record: The Voice of Scholarship in Education 119, nr 4 (kwiecień 2017): 1–32. http://dx.doi.org/10.1177/016146811711900407.
Pełny tekst źródłaBraden, Eliza G. "Navigating Black Racial Identities: Literacy Insights from an Immigrant Family". Teachers College Record: The Voice of Scholarship in Education 122, nr 13 (kwiecień 2020): 1–26. http://dx.doi.org/10.1177/016146812012201310.
Pełny tekst źródłaTran, Ly Thi. "Teaching and Engaging International Students". Journal of International Students 10, nr 3 (15.08.2020): xii—xvii. http://dx.doi.org/10.32674/jis.v10i3.2005.
Pełny tekst źródłaRahardjo, Budi, Fachrul Rozie i Jessika Maulina. "Parents’ Role in Children's Learning During and After the Covid-19 Pandemic". JPUD - Jurnal Pendidikan Usia Dini 16, nr 1 (30.04.2022): 69–84. http://dx.doi.org/10.21009/jpud.161.05.
Pełny tekst źródłaAlbeck, Gustav. "Den unge Grundtvig og Norge". Grundtvig-Studier 37, nr 1 (1.01.1985): 47–66. http://dx.doi.org/10.7146/grs.v37i1.15941.
Pełny tekst źródłaAmorim Neto, Roque do Carmo, Nancy Golz, Meaghan Polega i Douglas Stewart. "The Impact of Curiosity on Teacher–Student Relationships". Journal of Education, 23.07.2020, 002205742094318. http://dx.doi.org/10.1177/0022057420943184.
Pełny tekst źródłaO'Shea, Cailen. "How Relationships Impact Teacher Job Satisfaction". International Journal of Modern Education Studies 5, nr 2 (21.09.2021). http://dx.doi.org/10.51383/ijonmes.2021.114.
Pełny tekst źródłaSchnorr, Donna L., i Sherri L. Franklin-Guy. "The Role of Emotion Regulation and Teacher and School-Based Practices on Teacher-Student Relationships". International Journal of Learning and Teaching 10, nr 2 (2024). http://dx.doi.org/10.18178/ijlt.10.2.234-240.
Pełny tekst źródłaWashington-Nortey, Melissa, Terri N. Sullivan, Rihana Ahmed, Jelani Crosby, Albert Farrell, Kevin Sutherland i Stephanie Hitti. "Middle School Staff’s Perspectives on the Impact of the Olweus Bullying Prevention Program on Interpersonal Relationships". Journal of Early Adolescence, 19.09.2023. http://dx.doi.org/10.1177/02724316231199225.
Pełny tekst źródłaClark‐Gareca, Beth, i Teresa Bruno Warkentin. "Memory and relationships: A look into teachers' recollection of supervisory feedback". TESOL Journal, 24.03.2024. http://dx.doi.org/10.1002/tesj.823.
Pełny tekst źródłaCalkins, Leona, Peter Wiens, Jessica Parker i Rebecca Tschinkel. "Teacher Motivation and Self-Efficacy: How do Specific Motivations for Entering Teaching Relate to Teacher Self-Efficacy?" Journal of Education, 6.01.2023, 002205742211423. http://dx.doi.org/10.1177/00220574221142300.
Pełny tekst źródłaHandler, Laura, Teresa Petty i Amy Good. "Supporting teacher learning during the professional development experience: The case of national board certification". Current Issues in Education 22, nr 3 (7.12.2021). http://dx.doi.org/10.14507/cie.vol22iss3.1976.
Pełny tekst źródłaS. Lee, Seungah, i Leena Zahir. "Applying Global Models of Teacher Development to Improve Student Outcomes: Insights from a Teacher Development & Leadership Program in Qatar". Gulf Education and Social Policy Review (GESPR), 1.07.2021. http://dx.doi.org/10.18502/gespr.v2i1.9308.
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