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You searched for subject:( Parent Teacher relationships Education United States). Showing records 1 – 30 of 180860 total matches.

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1. Bieschke, James G. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .

Degree: 2013, Drake U

 Since its inception in 1837, the school superintendency has been the focus of significant attention from the educational research community. Superintendents face a wide spectrum… (more)

Subjects/Keywords: Educational surveys – United States; Education – Parent participation – United States; Academic achievement; Interaction analysis in education; Parent-Teacher relationships – Education – United States

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bieschke, J. G. (2013). Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/2016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bieschke, James G. “Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .” 2013. Thesis, Drake U. Accessed December 13, 2018. http://hdl.handle.net/2092/2016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bieschke, James G. “Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey .” 2013. Web. 13 Dec 2018.

Vancouver:

Bieschke JG. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . [Internet] [Thesis]. Drake U; 2013. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2092/2016.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bieschke JG. Parental Involvement Predictors Of Academic Success: A Review Of The NCES 2007 Parent And Family Involvement In Education Survey . [Thesis]. Drake U; 2013. Available from: http://hdl.handle.net/2092/2016

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

2. Robbins, Christopher Clayton. Exploring parental involvement strategies utilized by middle school interdisciplinary teams.

Degree: EdD, 2011, University of Alabama – Birmingham

Adolescents present a unique collection of characteristics and challenges for which middle school interdisciplinary teams were designed to address. Current research focuses on teacher-specific strategies… (more)

Subjects/Keywords: Teaching teams  – United States <; br>; Interdisciplinary approach in education  – United States <; br>; Education  – Parent participation  – Case studies <; br>; Middle schools  – United States  – Case studies <; br>; Parent-teacher relationships  – United States <; br>; Middle school students  – United States  – Psychology 650 0Parent and teenager ǂz United States.

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APA (6th Edition):

Robbins, C. C. (2011). Exploring parental involvement strategies utilized by middle school interdisciplinary teams. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,884

Chicago Manual of Style (16th Edition):

Robbins, Christopher Clayton. “Exploring parental involvement strategies utilized by middle school interdisciplinary teams.” 2011. Doctoral Dissertation, University of Alabama – Birmingham. Accessed December 13, 2018. http://contentdm.mhsl.uab.edu/u?/etd,884.

MLA Handbook (7th Edition):

Robbins, Christopher Clayton. “Exploring parental involvement strategies utilized by middle school interdisciplinary teams.” 2011. Web. 13 Dec 2018.

Vancouver:

Robbins CC. Exploring parental involvement strategies utilized by middle school interdisciplinary teams. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2011. [cited 2018 Dec 13]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,884.

Council of Science Editors:

Robbins CC. Exploring parental involvement strategies utilized by middle school interdisciplinary teams. [Doctoral Dissertation]. University of Alabama – Birmingham; 2011. Available from: http://contentdm.mhsl.uab.edu/u?/etd,884


Eastern Michigan University

3. Weatherwax, Kristen. Voices of poverty: Perspectives of one school's student, teachers. and parents.

Degree: MA, Teacher Education, 2008, Eastern Michigan University

  This qualitative study examines the challenges of poverty through the stories of students and their families in one Michigan elementary school. The goal was… (more)

Subjects/Keywords: Children with social disabilities Education United States; Poor children Education United States; Home and school United States; Parent-teacher relationships; Education

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APA (6th Edition):

Weatherwax, K. (2008). Voices of poverty: Perspectives of one school's student, teachers. and parents. (Masters Thesis). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/185

Chicago Manual of Style (16th Edition):

Weatherwax, Kristen. “Voices of poverty: Perspectives of one school's student, teachers. and parents.” 2008. Masters Thesis, Eastern Michigan University. Accessed December 13, 2018. http://commons.emich.edu/theses/185.

MLA Handbook (7th Edition):

Weatherwax, Kristen. “Voices of poverty: Perspectives of one school's student, teachers. and parents.” 2008. Web. 13 Dec 2018.

Vancouver:

Weatherwax K. Voices of poverty: Perspectives of one school's student, teachers. and parents. [Internet] [Masters thesis]. Eastern Michigan University; 2008. [cited 2018 Dec 13]. Available from: http://commons.emich.edu/theses/185.

Council of Science Editors:

Weatherwax K. Voices of poverty: Perspectives of one school's student, teachers. and parents. [Masters Thesis]. Eastern Michigan University; 2008. Available from: http://commons.emich.edu/theses/185


Michigan State University

4. Berchini, Christina. Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education - Doctor of Philosophy 2014.

Research at the intersection of English education, social justice,… (more)

Subjects/Keywords: Critical pedagogy – United States; Teachers, White – United States – Attitudes; Minorities – Education – United States; Race awareness – United States; Teacher-student relationships; Teacher education; Secondary education

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APA (6th Edition):

Berchini, C. (2014). Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berchini, Christina. “Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers.” 2014. Thesis, Michigan State University. Accessed December 13, 2018. http://etd.lib.msu.edu/islandora/object/etd:2851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berchini, Christina. “Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers.” 2014. Web. 13 Dec 2018.

Vancouver:

Berchini C. Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers. [Internet] [Thesis]. Michigan State University; 2014. [cited 2018 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2851.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berchini C. Teachers constructing and being constructed by prevailing discourses and practices of Whiteness in their curriculum, classroom, and school community : a critical inquiry of three first-year English teachers. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2851

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Zambia

5. Lishomwa, Mubita Kingsley. A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .

Degree: 2014, University of Zambia

 The purpose of this study was to compare parental involvement to guardian involvement in non-orphaned and orphaned children’s education respectively. This involvement was looked at… (more)

Subjects/Keywords: Education-Parent Participation; Parent-Teacher Relationships; Teacher-Student Relationships

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APA (6th Edition):

Lishomwa, M. K. (2014). A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Thesis, University of Zambia. Accessed December 13, 2018. http://hdl.handle.net/123456789/3211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Web. 13 Dec 2018.

Vancouver:

Lishomwa MK. A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/123456789/3211.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lishomwa MK. A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3211

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Florida Atlantic University

6. Schaub, Cynthia R. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.

Degree: PhD, 2013, Florida Atlantic University

Summary: The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study… (more)

Subjects/Keywords: Teachers – Training of – United States; Teachers – United States – Attitudes; Teaching – United States – Sociological aspects; Teacher-student relationships; Multicultural education

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APA (6th Edition):

Schaub, C. R. (2013). Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3362566

Chicago Manual of Style (16th Edition):

Schaub, Cynthia R. “Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed December 13, 2018. http://purl.flvc.org/fcla/dt/3362566.

MLA Handbook (7th Edition):

Schaub, Cynthia R. “Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.” 2013. Web. 13 Dec 2018.

Vancouver:

Schaub CR. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2018 Dec 13]. Available from: http://purl.flvc.org/fcla/dt/3362566.

Council of Science Editors:

Schaub CR. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3362566


University of North Carolina – Greensboro

7. Connelly, Susan. Role perceptions and communication in partnerships between preschool teachers and families.

Degree: 2007, University of North Carolina – Greensboro

 "This study sought to illuminate the process of partnering between early childhood teachers and families. Specific emphasis was placed on how individual perceptions of roles… (more)

Subjects/Keywords: Preschool teachers – Attitudes; Parent-teacher relationships – United States

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APA (6th Edition):

Connelly, S. (2007). Role perceptions and communication in partnerships between preschool teachers and families. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1103

Chicago Manual of Style (16th Edition):

Connelly, Susan. “Role perceptions and communication in partnerships between preschool teachers and families.” 2007. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2018. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1103.

MLA Handbook (7th Edition):

Connelly, Susan. “Role perceptions and communication in partnerships between preschool teachers and families.” 2007. Web. 13 Dec 2018.

Vancouver:

Connelly S. Role perceptions and communication in partnerships between preschool teachers and families. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2007. [cited 2018 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1103.

Council of Science Editors:

Connelly S. Role perceptions and communication in partnerships between preschool teachers and families. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2007. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=1103


Edith Cowan University

8. Ellis, Michelle K. Parent-teacher interactions: A study of the dynamics of social influence.

Degree: 2012, Edith Cowan University

 The focus of this study was to explore the nature of parent-teacher interactions and to find evidence of social influence strategies used within their interactions.… (more)

Subjects/Keywords: parent-teacher communication; parent-teacher relationships; parental involvement; Education

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APA (6th Edition):

Ellis, M. K. (2012). Parent-teacher interactions: A study of the dynamics of social influence. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ellis, Michelle K. “Parent-teacher interactions: A study of the dynamics of social influence.” 2012. Thesis, Edith Cowan University. Accessed December 13, 2018. http://ro.ecu.edu.au/theses/535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ellis, Michelle K. “Parent-teacher interactions: A study of the dynamics of social influence.” 2012. Web. 13 Dec 2018.

Vancouver:

Ellis MK. Parent-teacher interactions: A study of the dynamics of social influence. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2018 Dec 13]. Available from: http://ro.ecu.edu.au/theses/535.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ellis MK. Parent-teacher interactions: A study of the dynamics of social influence. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/535

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Lin, Hsiu-chen. Perspectives on communication from teachers and Chinese American families of exceptional students.

Degree: Special Education, 2002, University of Texas – Austin

 The purpose of this study was to explore home-school communication from the perspectives of parents of exceptional Chinese American students and teachers involved in the… (more)

Subjects/Keywords: Children with disabilities – United States; Parent-teacher relationships – United States; Chinese American students – Education; Communication in education – United States

education process. Other sources of data included observations of parent-teacher conferences and… …suburban school district in the southwestern United States. Over 10 months, four parents and six… …further served as the principal motivator for parent-teacher communication. Although parents and… …students’ achievements or behaviors as the evidence of successful parent-teacher communication… …Components of effective intercultural parent-teacher communication identified by participants were… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Lin, H. (2002). Perspectives on communication from teachers and Chinese American families of exceptional students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1103

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lin, Hsiu-chen. “Perspectives on communication from teachers and Chinese American families of exceptional students.” 2002. Thesis, University of Texas – Austin. Accessed December 13, 2018. http://hdl.handle.net/2152/1103.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lin, Hsiu-chen. “Perspectives on communication from teachers and Chinese American families of exceptional students.” 2002. Web. 13 Dec 2018.

Vancouver:

Lin H. Perspectives on communication from teachers and Chinese American families of exceptional students. [Internet] [Thesis]. University of Texas – Austin; 2002. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2152/1103.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lin H. Perspectives on communication from teachers and Chinese American families of exceptional students. [Thesis]. University of Texas – Austin; 2002. Available from: http://hdl.handle.net/2152/1103

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

10. Smith, Nancy Thompson. What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Students whose parents have productive relationships with their teachers tend to perform better in school than those who do not (Hughes & Kwok, 2007). Low… (more)

Subjects/Keywords: education; middle school education; parent-teacher relationships; efficacy; parent involvement

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APA (6th Edition):

Smith, N. T. (2012). What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/92792/rec/7896

Chicago Manual of Style (16th Edition):

Smith, Nancy Thompson. “What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 13, 2018. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/92792/rec/7896.

MLA Handbook (7th Edition):

Smith, Nancy Thompson. “What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions.” 2012. Web. 13 Dec 2018.

Vancouver:

Smith NT. What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2018 Dec 13]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/92792/rec/7896.

Council of Science Editors:

Smith NT. What shapes middle school teachers' abilities to build productive parent-teacher relationships? The roles of self-efficacy and teachers' and principal's role constructions. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/92792/rec/7896


East Carolina University

11. Miller, Heather Renee. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.

Degree: 2015, East Carolina University

 The number of students with Autism Spectrum Disorder (ASD) continues to increase, with current statistics demonstrating that 1 in every 68 children are diagnosed with… (more)

Subjects/Keywords: Special education; Education; Educational technology; Assisitive technology; Autism; Parent-teacher communication; Parent-teacher partnerships; Parent training; Autistic children – Education – United States; Children with autism spectrum disorders – United States; Parents of autistic children – United States; Teachers of children with disabilities – United States; Self-help devices for people with disabilities – United States

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APA (6th Edition):

Miller, H. R. (2015). HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miller, Heather Renee. “HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.” 2015. Thesis, East Carolina University. Accessed December 13, 2018. http://hdl.handle.net/10342/4930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miller, Heather Renee. “HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM.” 2015. Web. 13 Dec 2018.

Vancouver:

Miller HR. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. [Internet] [Thesis]. East Carolina University; 2015. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10342/4930.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller HR. HOME-SCHOOL PARTNERSHIPS : ENHANCING LEARNING OUTCOMES FOR STUDENTS WITH AUTISM. [Thesis]. East Carolina University; 2015. Available from: http://hdl.handle.net/10342/4930

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

12. Chetty, Tenisha. Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit.

Degree: 2017, University of KwaZulu-Natal

 The study investigates promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. This study sought to find out from the SGBs (School… (more)

Subjects/Keywords: Parent-Teacher Relationships.; Education-Parent Participation.; Education-Decision Making.; Theses - Education.; Parent-teacher relationship.; Relationships and Partnerships.; School-Community Partnership.

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APA (6th Edition):

Chetty, T. (2017). Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15366

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chetty, Tenisha. “Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit.” 2017. Thesis, University of KwaZulu-Natal. Accessed December 13, 2018. http://hdl.handle.net/10413/15366.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chetty, Tenisha. “Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit.” 2017. Web. 13 Dec 2018.

Vancouver:

Chetty T. Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10413/15366.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chetty T. Invaluable allies? case study of promoting effective parent-teacher relationships in three primary schools in the Phoenix-West Circuit. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15366

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Michigan State University

13. Brown, Annis N. Race, identity and language in shifting schools.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2014.

Over the past thirty years U.S. schools have been quietly resegregating. This dissertation… (more)

Subjects/Keywords: Racism in language; Teacher-student relationships – United States; English teachers – United States – Language; High school teachers – United States – Language; High school students – United States – Language; Sociolinguistics – United States; Segregation in education – United States; Education

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APA (6th Edition):

Brown, A. N. (2014). Race, identity and language in shifting schools. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brown, Annis N. “Race, identity and language in shifting schools.” 2014. Thesis, Michigan State University. Accessed December 13, 2018. http://etd.lib.msu.edu/islandora/object/etd:3125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brown, Annis N. “Race, identity and language in shifting schools.” 2014. Web. 13 Dec 2018.

Vancouver:

Brown AN. Race, identity and language in shifting schools. [Internet] [Thesis]. Michigan State University; 2014. [cited 2018 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown AN. Race, identity and language in shifting schools. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

14. Mbokodi, Sindiswa Madgie. Black parental involvement in education.

Degree: Faculty of Education, 2008, Nelson Mandela Metropolitan University

 The study was conducted in the backdrop of Section 24(1)(a) of the South African Schools Act (SASA) 84 of 1996 which promulgated that parents should… (more)

Subjects/Keywords: Education  – Parent participation  – South Africa; Parent-teacher relationships  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mbokodi, S. M. (2008). Black parental involvement in education. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mbokodi, Sindiswa Madgie. “Black parental involvement in education.” 2008. Thesis, Nelson Mandela Metropolitan University. Accessed December 13, 2018. http://hdl.handle.net/10948/1013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mbokodi, Sindiswa Madgie. “Black parental involvement in education.” 2008. Web. 13 Dec 2018.

Vancouver:

Mbokodi SM. Black parental involvement in education. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2008. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10948/1013.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mbokodi SM. Black parental involvement in education. [Thesis]. Nelson Mandela Metropolitan University; 2008. Available from: http://hdl.handle.net/10948/1013

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

15. Ajanga, Alice Jepnyago. Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya.

Degree: 2011, Texas Woman's University

 A descriptive research design, purposive sampling technique, and quantitative research methods were used to examine teacher perceptions and beliefs about parental engagement and their ability… (more)

Subjects/Keywords: Education – Parent participation – Kenya – Nairobi; Parent-teacher relationships – Kenya – Nairobi

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ajanga, A. J. (2011). Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ajanga, Alice Jepnyago. “Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya.” 2011. Thesis, Texas Woman's University. Accessed December 13, 2018. http://hdl.handle.net/11274/3569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ajanga, Alice Jepnyago. “Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya.” 2011. Web. 13 Dec 2018.

Vancouver:

Ajanga AJ. Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya. [Internet] [Thesis]. Texas Woman's University; 2011. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/11274/3569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ajanga AJ. Teachers perception, beliefs, and self-efficacy about parental engagement and school family partnerships in Kenya. [Thesis]. Texas Woman's University; 2011. Available from: http://hdl.handle.net/11274/3569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Texas – Austin

16. Moore, Frances Lynn, 1956-. Perspectives on the critical factors for student success in developmental education : instructors and students speak.

Degree: Educational Administration, 2004, University of Texas – Austin

Subjects/Keywords: Compensatory education – United States; Remedial teaching – United States; Teacher-student relationships – United States

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APA (6th Edition):

Moore, Frances Lynn, 1. (2004). Perspectives on the critical factors for student success in developmental education : instructors and students speak. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moore, Frances Lynn, 1956-. “Perspectives on the critical factors for student success in developmental education : instructors and students speak.” 2004. Thesis, University of Texas – Austin. Accessed December 13, 2018. http://hdl.handle.net/2152/1135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moore, Frances Lynn, 1956-. “Perspectives on the critical factors for student success in developmental education : instructors and students speak.” 2004. Web. 13 Dec 2018.

Vancouver:

Moore, Frances Lynn 1. Perspectives on the critical factors for student success in developmental education : instructors and students speak. [Internet] [Thesis]. University of Texas – Austin; 2004. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/2152/1135.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore, Frances Lynn 1. Perspectives on the critical factors for student success in developmental education : instructors and students speak. [Thesis]. University of Texas – Austin; 2004. Available from: http://hdl.handle.net/2152/1135

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

17. West, Martha M. (Martha Myrick). Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education.

Degree: 1994, University of North Texas

 In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children… (more)

Subjects/Keywords: preschool children; mothers; early childhood education; Home and school  – United States  – Case studies.; Parent-teacher relationships  – United States  – Case studies.; Education, Preschool  – Social aspects  – United States  – Case studies.; Minorities  – Education (Preschool)  – United States  – Case studies.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

West, M. M. (. M. (1994). Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278495/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

West, Martha M (Martha Myrick). “Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education.” 1994. Thesis, University of North Texas. Accessed December 13, 2018. https://digital.library.unt.edu/ark:/67531/metadc278495/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

West, Martha M (Martha Myrick). “Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education.” 1994. Web. 13 Dec 2018.

Vancouver:

West MM(M. Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education. [Internet] [Thesis]. University of North Texas; 1994. [cited 2018 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278495/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

West MM(M. Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278495/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Carolina – Greensboro

18. Rumley, Mark Alvis. Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this qualitative study was to understand and "make sense" of how beginning teachers experience and define lack of principal/administrative support during their… (more)

Subjects/Keywords: School principals – United States.; Teacher-principal relationships.; First year teachers – Supervision of – United States.; First year teachers – United States – Attitudes.; Educational leadership – Moral and ethical aspects – United States.; Mentoring in education.; Teacher turnover – Research – United States.

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APA (6th Edition):

Rumley, M. A. (2010). Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4818

Chicago Manual of Style (16th Edition):

Rumley, Mark Alvis. “Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed December 13, 2018. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4818.

MLA Handbook (7th Edition):

Rumley, Mark Alvis. “Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators.” 2010. Web. 13 Dec 2018.

Vancouver:

Rumley MA. Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2018 Dec 13]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4818.

Council of Science Editors:

Rumley MA. Listening to the voices of beginning teachers: providing meaningful administrative support is a moral act and results in increasing retention among beginning educators. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4818


Michigan State University

19. Harper, Whitney. Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Human Development and Family Studies - Doctor of Philosophy 2015.

The early onset of alcohol use in adolescence is… (more)

Subjects/Keywords: African American middle school students – Alcohol use – Surveys; Middle school students – Alcohol use – United States – Surveys; African American middle school students – Alcohol use – Longitudinal studies; Middle school students – Alcohol use – United States – Longitudinal studies; Risk-taking (Psychology) – United States; Parental influences – United States; Parent and child – United States; Teacher-student relationships; Peer pressure – United States; Mental health; Psychology; Social work

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APA (6th Edition):

Harper, W. (2015). Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harper, Whitney. “Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis.” 2015. Thesis, Michigan State University. Accessed December 13, 2018. http://etd.lib.msu.edu/islandora/object/etd:3450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harper, Whitney. “Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis.” 2015. Web. 13 Dec 2018.

Vancouver:

Harper W. Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis. [Internet] [Thesis]. Michigan State University; 2015. [cited 2018 Dec 13]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3450.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harper W. Examining onset and risk factors for alcohol use in African American and caucasian middle school students : a survival analysis. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3450

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Schwarm, Kyle. Parents' predispositions for four-year universities as discerned by their children.

Degree: 2015, University of Wisconsin – Whitewater

This file was last viewed in Microsoft Edge.

Inordinate numbers of high school graduates in the U.S. are attending four-year universities, according to economists, employers… (more)

Subjects/Keywords: College choice – United States; Education, Higher – Parent participation – United States; Parents – United States – Attitudes

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APA (6th Edition):

Schwarm, K. (2015). Parents' predispositions for four-year universities as discerned by their children. (Thesis). University of Wisconsin – Whitewater. Retrieved from http://digital.library.wisc.edu/1793/78479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schwarm, Kyle. “Parents' predispositions for four-year universities as discerned by their children.” 2015. Thesis, University of Wisconsin – Whitewater. Accessed December 13, 2018. http://digital.library.wisc.edu/1793/78479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schwarm, Kyle. “Parents' predispositions for four-year universities as discerned by their children.” 2015. Web. 13 Dec 2018.

Vancouver:

Schwarm K. Parents' predispositions for four-year universities as discerned by their children. [Internet] [Thesis]. University of Wisconsin – Whitewater; 2015. [cited 2018 Dec 13]. Available from: http://digital.library.wisc.edu/1793/78479.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schwarm K. Parents' predispositions for four-year universities as discerned by their children. [Thesis]. University of Wisconsin – Whitewater; 2015. Available from: http://digital.library.wisc.edu/1793/78479

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

21. Chang, Heather. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.

Degree: PhD, 2013, Temple University

Urban Education

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial… (more)

Subjects/Keywords: Education; Sociology of education;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chang, H. (2013). Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216536

Chicago Manual of Style (16th Edition):

Chang, Heather. “Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.” 2013. Doctoral Dissertation, Temple University. Accessed December 13, 2018. http://digital.library.temple.edu/u?/p245801coll10,216536.

MLA Handbook (7th Edition):

Chang, Heather. “Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.” 2013. Web. 13 Dec 2018.

Vancouver:

Chang H. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2018 Dec 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216536.

Council of Science Editors:

Chang H. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216536


University of Arizona

22. ANDERSON, THOMAS MARTIN. STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM.

Degree: 1983, University of Arizona

 This study focused on the perceptions of certain educationally marginal students regarding their relationships in traditional school and subsequently in an alternative school program. It… (more)

Subjects/Keywords: Non-formal education.; Teacher-student relationships  – United States.

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APA (6th Edition):

ANDERSON, T. M. (1983). STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM. (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/186858

Chicago Manual of Style (16th Edition):

ANDERSON, THOMAS MARTIN. “STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM. ” 1983. Doctoral Dissertation, University of Arizona. Accessed December 13, 2018. http://hdl.handle.net/10150/186858.

MLA Handbook (7th Edition):

ANDERSON, THOMAS MARTIN. “STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM. ” 1983. Web. 13 Dec 2018.

Vancouver:

ANDERSON TM. STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM. [Internet] [Doctoral dissertation]. University of Arizona; 1983. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10150/186858.

Council of Science Editors:

ANDERSON TM. STUDENT AND INSTRUCTOR PERCEPTIONS OF SOCIAL-EDUCATIONAL RELATIONSHIPS IN A PUBLIC ALTERNATIVE SCHOOL PROGRAM. [Doctoral Dissertation]. University of Arizona; 1983. Available from: http://hdl.handle.net/10150/186858

23. Benitez, Raul. Improving Latino Parental Involvement in Elementary School.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 Latino parents become more involved in the schooling of their children once they have been trained in the implementation of parental involvement strategies. Parents who… (more)

Subjects/Keywords: Parental involvement; school involvement; homework; parent-teacher conference; Latino parents.; Education, Elementary – Parent participation; Hispanic American children – Education; Parent-teacher relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Benitez, R. (2011). Improving Latino Parental Involvement in Elementary School. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Benitez, Raul. “Improving Latino Parental Involvement in Elementary School.” 2011. Thesis, University of Houston. Accessed December 13, 2018. http://hdl.handle.net/10657/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Benitez, Raul. “Improving Latino Parental Involvement in Elementary School.” 2011. Web. 13 Dec 2018.

Vancouver:

Benitez R. Improving Latino Parental Involvement in Elementary School. [Internet] [Thesis]. University of Houston; 2011. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10657/444.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Benitez R. Improving Latino Parental Involvement in Elementary School. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/444

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Missouri – Columbia

24. Schmidt, Alexandra. Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers.

Degree: 2015, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] It is now well-accepted in the literature that parent involvement is important to a myriad… (more)

Subjects/Keywords: Education  – Parent participation; Parent-teacher relationships  – Evaluation; Academic achievement; Classroom management  – Education (Elementary)

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APA (6th Edition):

Schmidt, A. (2015). Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/47150

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Schmidt, Alexandra. “Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers.” 2015. Thesis, University of Missouri – Columbia. Accessed December 13, 2018. http://hdl.handle.net/10355/47150.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Schmidt, Alexandra. “Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers.” 2015. Web. 13 Dec 2018.

Vancouver:

Schmidt A. Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/10355/47150.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schmidt A. Extending the Classroom Check-Up to Parent Involvement: A Brief Consultation Intervention with Teachers. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/47150

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

25. Thomas-Seltzer, Ashley. "It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication.

Degree: 2009, University of North Texas

 With the rise of "helicopter" parents within primary and secondary education, school officials nationwide have started to address how to manage parental involvement in the… (more)

Subjects/Keywords: Parent-teacher communication; emotional labor; stress and burnout; standpoint theory; Parent-teacher relationships.; Home and school.; Education  – Parent participation.

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APA (6th Edition):

Thomas-Seltzer, A. (2009). "It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc10977/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thomas-Seltzer, Ashley. “"It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication.” 2009. Thesis, University of North Texas. Accessed December 13, 2018. https://digital.library.unt.edu/ark:/67531/metadc10977/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thomas-Seltzer, Ashley. “"It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication.” 2009. Web. 13 Dec 2018.

Vancouver:

Thomas-Seltzer A. "It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication. [Internet] [Thesis]. University of North Texas; 2009. [cited 2018 Dec 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc10977/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thomas-Seltzer A. "It's never been this bad...ever": An analysis of K-12 teachers' standpoints related to parent-teacher communication. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc10977/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Reynolds, Charles (Charles Edward). Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs.

Degree: Thesis (D. Ed.), 2017, Ball State University

 The primary focus of this exploratory research was to gain insight on teacher empowerment during the implementation of a new administrative walk-through initiative. The rollout… (more)

Subjects/Keywords: Employee empowerment.; Teachers  – United States  – Attitudes.; Observation (Educational method); Teacher-principal relationships  – United States.; Educational change  – United States.

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APA (6th Edition):

Reynolds, C. (. E. (2017). Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200683

Chicago Manual of Style (16th Edition):

Reynolds, Charles (Charles Edward). “Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs.” 2017. Doctoral Dissertation, Ball State University. Accessed December 13, 2018. http://cardinalscholar.bsu.edu/handle/123456789/200683.

MLA Handbook (7th Edition):

Reynolds, Charles (Charles Edward). “Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs.” 2017. Web. 13 Dec 2018.

Vancouver:

Reynolds C(E. Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs. [Internet] [Doctoral dissertation]. Ball State University; 2017. [cited 2018 Dec 13]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200683.

Council of Science Editors:

Reynolds C(E. Empowering teachers during an administrative walk-through initiative at a turnaround school: Teacher empowerment via administrative walk-throughs. [Doctoral Dissertation]. Ball State University; 2017. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200683


University of New Mexico

27. Mattison, Cheryl. The Perception of Science Teachers on the Role of Student Relationships in the Classroom.

Degree: Teacher Education, Educational Leadership & Policy, 2012, University of New Mexico

 With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed… (more)

Subjects/Keywords: Science teachers – United States – Attitudes; Teacher-student relationships; Academic achievement

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APA (6th Edition):

Mattison, C. (2012). The Perception of Science Teachers on the Role of Student Relationships in the Classroom. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17490

Chicago Manual of Style (16th Edition):

Mattison, Cheryl. “The Perception of Science Teachers on the Role of Student Relationships in the Classroom.” 2012. Doctoral Dissertation, University of New Mexico. Accessed December 13, 2018. http://hdl.handle.net/1928/17490.

MLA Handbook (7th Edition):

Mattison, Cheryl. “The Perception of Science Teachers on the Role of Student Relationships in the Classroom.” 2012. Web. 13 Dec 2018.

Vancouver:

Mattison C. The Perception of Science Teachers on the Role of Student Relationships in the Classroom. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2018 Dec 13]. Available from: http://hdl.handle.net/1928/17490.

Council of Science Editors:

Mattison C. The Perception of Science Teachers on the Role of Student Relationships in the Classroom. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17490


The Ohio State University

28. Abbott, David Charles. An inquiry-centered inservice education program for teachers and parents.

Degree: PhD, Graduate School, 1977, The Ohio State University

Subjects/Keywords: Education; Parent-teacher relationships; Teachers

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APA (6th Edition):

Abbott, D. C. (1977). An inquiry-centered inservice education program for teachers and parents. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148706536126107

Chicago Manual of Style (16th Edition):

Abbott, David Charles. “An inquiry-centered inservice education program for teachers and parents.” 1977. Doctoral Dissertation, The Ohio State University. Accessed December 13, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu148706536126107.

MLA Handbook (7th Edition):

Abbott, David Charles. “An inquiry-centered inservice education program for teachers and parents.” 1977. Web. 13 Dec 2018.

Vancouver:

Abbott DC. An inquiry-centered inservice education program for teachers and parents. [Internet] [Doctoral dissertation]. The Ohio State University; 1977. [cited 2018 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148706536126107.

Council of Science Editors:

Abbott DC. An inquiry-centered inservice education program for teachers and parents. [Doctoral Dissertation]. The Ohio State University; 1977. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148706536126107


The Ohio State University

29. Mager, Gerald Martin. An analysis of the conditions which influence a teacher in initiating contact with parents.

Degree: PhD, Graduate School, 1978, The Ohio State University

Subjects/Keywords: Education; Parent-teacher relationships

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mager, G. M. (1978). An analysis of the conditions which influence a teacher in initiating contact with parents. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487081370608526

Chicago Manual of Style (16th Edition):

Mager, Gerald Martin. “An analysis of the conditions which influence a teacher in initiating contact with parents.” 1978. Doctoral Dissertation, The Ohio State University. Accessed December 13, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487081370608526.

MLA Handbook (7th Edition):

Mager, Gerald Martin. “An analysis of the conditions which influence a teacher in initiating contact with parents.” 1978. Web. 13 Dec 2018.

Vancouver:

Mager GM. An analysis of the conditions which influence a teacher in initiating contact with parents. [Internet] [Doctoral dissertation]. The Ohio State University; 1978. [cited 2018 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487081370608526.

Council of Science Editors:

Mager GM. An analysis of the conditions which influence a teacher in initiating contact with parents. [Doctoral Dissertation]. The Ohio State University; 1978. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487081370608526


Cleveland State University

30. Mason, Darryl Marc, PhD. Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools.

Degree: PhD, College of Education and Human Services, 2017, Cleveland State University

 The main premise of this study is that teachers and parents (that is, single head-of-household mothers) of Black males living in urban communities should engage… (more)

Subjects/Keywords: African Americans; Education; Womens Studies; Teacher-Parent Relationships

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APA (6th Edition):

Mason, Darryl Marc, P. (2017). Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078

Chicago Manual of Style (16th Edition):

Mason, Darryl Marc, PhD. “Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools.” 2017. Doctoral Dissertation, Cleveland State University. Accessed December 13, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078.

MLA Handbook (7th Edition):

Mason, Darryl Marc, PhD. “Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools.” 2017. Web. 13 Dec 2018.

Vancouver:

Mason, Darryl Marc P. Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools. [Internet] [Doctoral dissertation]. Cleveland State University; 2017. [cited 2018 Dec 13]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078.

Council of Science Editors:

Mason, Darryl Marc P. Parent-Teacher Perceptions of the Factors that interfere with Productive Parent-Teacher Relationships in Urban Schools. [Doctoral Dissertation]. Cleveland State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1494252377698078

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