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You searched for subject:(Student teacher). Showing records 1 – 30 of 2314 total matches.

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University of Minnesota

1. Berman-Young, Sarah B. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 The purpose of this study was to determine the relationship between urban middle school students' perceptions of the support provided by their teachers, and student(more)

Subjects/Keywords: Student engagement; Teacher-student relationships; Teacher support

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APA (6th Edition):

Berman-Young, S. B. (2014). Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165192

Chicago Manual of Style (16th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Doctoral Dissertation, University of Minnesota. Accessed January 23, 2020. http://hdl.handle.net/11299/165192.

MLA Handbook (7th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Web. 23 Jan 2020.

Vancouver:

Berman-Young SB. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11299/165192.

Council of Science Editors:

Berman-Young SB. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165192


University of Hong Kong

2. 吳晗瀟; Wu, Hanxiao. Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.

Degree: MEd, 2014, University of Hong Kong

本文主要探討了中文二語教師在跨文化教學中對教師權威的理解和態度。東西方文化的差異在教師權威方面的表現,是彼此對師生間權力距離的認同並不一樣,東方文化中,權力距離較大,教師更為權威;而西方文化則權力距離較小,學生擁有更多的自由。本研究採訪了香港某國際學校的9名中外二語教師,得出結論:中文二語教師還是重視尊師重道的傳統,但對於教師權威已有了與時俱進的理解,面對外國學生,師生互相協商、尊重,從而達到課堂的學習目標才是教師權威的真正意義。受訪者採取1)樹立嚴師形象、運用獎懲機制;2)從學生角度考慮,尊重、幫助學生;3)自我提升,贏得學生尊重的方式,來應對學生挑戰教師權威的行為。影響受訪者形成如上教師權威的理解和態度,并選擇用以上的方式應對學生挑戰教師權威行為的策略,因素为:成長環境和教學經驗;獎懲制度和職位的肯定;個人性格、師生關係;以及網絡時代的挑戰;教師需要通過不斷進修、學習來提升自我。 本文通過分析跨文化教學中,中文教師的教師權威的理解和態度,應對策略和影響因素,引出思考和啓發:1)教師權威需要被重視和理論化;2)教師權威應在跨文化教學中因應學生的需要而轉變;3)區別對待中外學生的原因在于用不同的方法,達到公平、一視同仁的結果,希望學生的需要得到重視和照顧;4)學校教育與社會的關係意味著教師權威被理論化的重要性;5)當代教育學者應著手將教師權威理論化,從而也能使中文二語教師在跨文化教學中有據可循,重建教師權威。

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Teacher-student relationships

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

APA (6th Edition):

吳晗瀟; Wu, H. (2014). Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究. (Masters Thesis). University of Hong Kong. Retrieved from Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678

Chicago Manual of Style (16th Edition):

吳晗瀟; Wu, Hanxiao. “Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.” 2014. Masters Thesis, University of Hong Kong. Accessed January 23, 2020. Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678.

MLA Handbook (7th Edition):

吳晗瀟; Wu, Hanxiao. “Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.” 2014. Web. 23 Jan 2020.

Vancouver:

吳晗瀟; Wu H. Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2020 Jan 23]. Available from: Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678.

Council of Science Editors:

吳晗瀟; Wu H. Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究. [Masters Thesis]. University of Hong Kong; 2014. Available from: Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678


University of Manitoba

3. Giannuzzi, Tania. Exploring teacher-student fit in Manitoba classrooms.

Degree: Curriculum, Teaching and Learning, 2015, University of Manitoba

 Each year, teachers apply and interview for posted positions. Yet little is known about what draws certain teachers to given positions or populations of students.… (more)

Subjects/Keywords: Teacher-student; Fit

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APA (6th Edition):

Giannuzzi, T. (2015). Exploring teacher-student fit in Manitoba classrooms. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30738

Chicago Manual of Style (16th Edition):

Giannuzzi, Tania. “Exploring teacher-student fit in Manitoba classrooms.” 2015. Masters Thesis, University of Manitoba. Accessed January 23, 2020. http://hdl.handle.net/1993/30738.

MLA Handbook (7th Edition):

Giannuzzi, Tania. “Exploring teacher-student fit in Manitoba classrooms.” 2015. Web. 23 Jan 2020.

Vancouver:

Giannuzzi T. Exploring teacher-student fit in Manitoba classrooms. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1993/30738.

Council of Science Editors:

Giannuzzi T. Exploring teacher-student fit in Manitoba classrooms. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30738


Penn State University

4. Madill, Rebecca Anne. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.

Degree: MS, Human Development and Family Studies, 2011, Penn State University

 The present study examines the roles of classroom characteristics (teacher-child interaction quality) as well as child characteristics (aggression and rejection) in children’s perceptions of social… (more)

Subjects/Keywords: teacher-child interaction quality; Student-teacher relationship

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APA (6th Edition):

Madill, R. A. (2011). Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12362

Chicago Manual of Style (16th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.” 2011. Masters Thesis, Penn State University. Accessed January 23, 2020. https://etda.libraries.psu.edu/catalog/12362.

MLA Handbook (7th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.” 2011. Web. 23 Jan 2020.

Vancouver:

Madill RA. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2020 Jan 23]. Available from: https://etda.libraries.psu.edu/catalog/12362.

Council of Science Editors:

Madill RA. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection. [Masters Thesis]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12362


University of Houston

5. Gomez, Christina. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 This study focused on teacher effectiveness. This research investigation attempted to determine if a teacher’s perceived ability to teach the Texas Essential Knowledge and Skills… (more)

Subjects/Keywords: Student achievement; Teacher effectiveness; Teacher perceptions

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APA (6th Edition):

Gomez, C. (2014). AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1677

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):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed January 23, 2020. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 23 Jan 2020.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1677

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


University of Ottawa

6. Meek, Fiona. An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective .

Degree: 2019, University of Ottawa

 The student-teacher relationship quality has shown to predict academic and social outcomes (Crosnoe, Johnson, & Elder, 2004), and relatively recent research suggests its protective nature… (more)

Subjects/Keywords: ADHD; student-teacher relationship; teacher education; prevention

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APA (6th Edition):

Meek, F. (2019). An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/39763

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):

Meek, Fiona. “An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective .” 2019. Thesis, University of Ottawa. Accessed January 23, 2020. http://hdl.handle.net/10393/39763.

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

MLA Handbook (7th Edition):

Meek, Fiona. “An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective .” 2019. Web. 23 Jan 2020.

Vancouver:

Meek F. An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective . [Internet] [Thesis]. University of Ottawa; 2019. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10393/39763.

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

Council of Science Editors:

Meek F. An Investigation of the Student-Teacher Relationship for Children with Attention Deficit/Hyperactivity Disorder: A Developmental Systems Theory Perspective . [Thesis]. University of Ottawa; 2019. Available from: http://hdl.handle.net/10393/39763

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


Texas A&M University

7. Hood, Shannon. A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools.

Degree: 2013, Texas A&M University

 The teacher trust in clients construct embodies the collective level of teacher trust in students and parents. While teacher trust in clients has been recognized… (more)

Subjects/Keywords: teacher trust; student achievement

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APA (6th Edition):

Hood, S. (2013). A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149564

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):

Hood, Shannon. “A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools.” 2013. Thesis, Texas A&M University. Accessed January 23, 2020. http://hdl.handle.net/1969.1/149564.

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

MLA Handbook (7th Edition):

Hood, Shannon. “A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools.” 2013. Web. 23 Jan 2020.

Vancouver:

Hood S. A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1969.1/149564.

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

Council of Science Editors:

Hood S. A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149564

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


University of KwaZulu-Natal

8. [No author]. A paradox of knowing : teachers' knowing about students.

Degree: Education, 2008, University of KwaZulu-Natal

 This study is a critical exploration and post-structural explanation of how and what teachers ' know about students. The intention has been to explore teachers'… (more)

Subjects/Keywords: Teacher-student relationships.; Education.

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APA (6th Edition):

author], [. (2008). A paradox of knowing : teachers' knowing about students. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1277

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):

author], [No. “A paradox of knowing : teachers' knowing about students. ” 2008. Thesis, University of KwaZulu-Natal. Accessed January 23, 2020. http://hdl.handle.net/10413/1277.

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

MLA Handbook (7th Edition):

author], [No. “A paradox of knowing : teachers' knowing about students. ” 2008. Web. 23 Jan 2020.

Vancouver:

author] [. A paradox of knowing : teachers' knowing about students. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10413/1277.

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

Council of Science Editors:

author] [. A paradox of knowing : teachers' knowing about students. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/1277

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

9. Williams, Eric M. An Examination of Student Teacher Reflection.

Degree: Educational Administration and Leadership, K-12: EdD, Educational Administration and Higher Education, 2014, St. Cloud State University

  The purpose of this study was to examine the thoughts about reflection among a group of student teachers that recently completed their clinical teaching… (more)

Subjects/Keywords: Student Teacher Reflection; Educational Leadership

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APA (6th Edition):

Williams, E. M. (2014). An Examination of Student Teacher Reflection. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/edad_etds/2

Chicago Manual of Style (16th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Doctoral Dissertation, St. Cloud State University. Accessed January 23, 2020. https://repository.stcloudstate.edu/edad_etds/2.

MLA Handbook (7th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Web. 23 Jan 2020.

Vancouver:

Williams EM. An Examination of Student Teacher Reflection. [Internet] [Doctoral dissertation]. St. Cloud State University; 2014. [cited 2020 Jan 23]. Available from: https://repository.stcloudstate.edu/edad_etds/2.

Council of Science Editors:

Williams EM. An Examination of Student Teacher Reflection. [Doctoral Dissertation]. St. Cloud State University; 2014. Available from: https://repository.stcloudstate.edu/edad_etds/2


University of Johannesburg

10. Zagnoev, Daphne Tessa. Aggressive behaviour of children as a function of classroom environment.

Degree: 2014, University of Johannesburg

M.A. (Psychology)

This study was conducted in an attempt to determine whether children defined as predominating on traits of aggressiveness, assertiveness and submissiveness would model… (more)

Subjects/Keywords: Teacher-student relationships.; Aggressiveness.

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APA (6th Edition):

Zagnoev, D. T. (2014). Aggressive behaviour of children as a function of classroom environment. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10824

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):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Thesis, University of Johannesburg. Accessed January 23, 2020. http://hdl.handle.net/10210/10824.

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

MLA Handbook (7th Edition):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Web. 23 Jan 2020.

Vancouver:

Zagnoev DT. Aggressive behaviour of children as a function of classroom environment. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10210/10824.

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

Council of Science Editors:

Zagnoev DT. Aggressive behaviour of children as a function of classroom environment. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10824

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


University of Johannesburg

11. Bahadoor, Feroza. An Islamic perspective on educator-learner relationships.

Degree: 2011, University of Johannesburg

M.Ed.

This study grew out of a growing concern of Muslim parents that a dual system of education, namely a secular system and an Islamic… (more)

Subjects/Keywords: Islamic education; Teacher-student relationships

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APA (6th Edition):

Bahadoor, F. (2011). An Islamic perspective on educator-learner relationships. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3561

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):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Thesis, University of Johannesburg. Accessed January 23, 2020. http://hdl.handle.net/10210/3561.

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

MLA Handbook (7th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Web. 23 Jan 2020.

Vancouver:

Bahadoor F. An Islamic perspective on educator-learner relationships. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10210/3561.

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

Council of Science Editors:

Bahadoor F. An Islamic perspective on educator-learner relationships. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3561

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


Brock University

12. Temertzoglou, Ted. Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education .

Degree: Applied Health Sciences Program, 2014, Brock University

 This study was an investigation into whether strong teacher-student rapport relates to the drop-out rates of students in grade 9 and 10 health and physical… (more)

Subjects/Keywords: physical education teacher student rapport

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APA (6th Edition):

Temertzoglou, T. (2014). Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/5226

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):

Temertzoglou, Ted. “Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education .” 2014. Thesis, Brock University. Accessed January 23, 2020. http://hdl.handle.net/10464/5226.

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

MLA Handbook (7th Edition):

Temertzoglou, Ted. “Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education .” 2014. Web. 23 Jan 2020.

Vancouver:

Temertzoglou T. Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education . [Internet] [Thesis]. Brock University; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10464/5226.

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

Council of Science Editors:

Temertzoglou T. Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education . [Thesis]. Brock University; 2014. Available from: http://hdl.handle.net/10464/5226

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


University of Saskatchewan

13. Dolezsar-Glarvin, Tracy. Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.

Degree: 2010, University of Saskatchewan

 The purpose of this study was to describe and understand positive middle-years teacher-student relationships and their effects on students in order to ascertain if the… (more)

Subjects/Keywords: effect; student; relationship; positive; teacher

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APA (6th Edition):

Dolezsar-Glarvin, T. (2010). Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04122010-221012

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):

Dolezsar-Glarvin, Tracy. “Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.” 2010. Thesis, University of Saskatchewan. Accessed January 23, 2020. http://hdl.handle.net/10388/etd-04122010-221012.

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

MLA Handbook (7th Edition):

Dolezsar-Glarvin, Tracy. “Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.” 2010. Web. 23 Jan 2020.

Vancouver:

Dolezsar-Glarvin T. Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10388/etd-04122010-221012.

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

Council of Science Editors:

Dolezsar-Glarvin T. Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-04122010-221012

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

14. Blake, Anthony. PBIS: Understanding Resistance to Implementation on a Middle School Campus .

Degree: 2017, California State University – San Marcos

 This study examines perceptual impediments that lead teachers at a single middle school campus (School Site A) in Riverside County, California to resist the implementation… (more)

Subjects/Keywords: PBIS; Student Behavior; Teacher Resistance

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APA (6th Edition):

Blake, A. (2017). PBIS: Understanding Resistance to Implementation on a Middle School Campus . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/194754

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):

Blake, Anthony. “PBIS: Understanding Resistance to Implementation on a Middle School Campus .” 2017. Thesis, California State University – San Marcos. Accessed January 23, 2020. http://hdl.handle.net/10211.3/194754.

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

MLA Handbook (7th Edition):

Blake, Anthony. “PBIS: Understanding Resistance to Implementation on a Middle School Campus .” 2017. Web. 23 Jan 2020.

Vancouver:

Blake A. PBIS: Understanding Resistance to Implementation on a Middle School Campus . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10211.3/194754.

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

Council of Science Editors:

Blake A. PBIS: Understanding Resistance to Implementation on a Middle School Campus . [Thesis]. California State University – San Marcos; 2017. Available from: http://hdl.handle.net/10211.3/194754

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


Oregon State University

15. Williams, Joy K. Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.

Degree: PhD, Education, 2008, Oregon State University

 The purpose of this ethnographic study was to explore White, female teachers’ attitudes and perspectives towards their African American students, the Black/White Achievement Gap, and… (more)

Subjects/Keywords: Achievement gap; Teacher-student relationships

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APA (6th Edition):

Williams, J. K. (2008). Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8456

Chicago Manual of Style (16th Edition):

Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Doctoral Dissertation, Oregon State University. Accessed January 23, 2020. http://hdl.handle.net/1957/8456.

MLA Handbook (7th Edition):

Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Web. 23 Jan 2020.

Vancouver:

Williams JK. Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1957/8456.

Council of Science Editors:

Williams JK. Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/8456

16. Bublitz, Emily Marie. Traits and Behaviors: Connecting in the Classroom.

Degree: MS, Communication, 2016, North Dakota State University

 Immediacy is a topic that has been frequently explored in communication and education research; however, it is not understood if perceptions of immediacy are related… (more)

Subjects/Keywords: Teacher-student relationships; Classroom environment

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APA (6th Edition):

Bublitz, E. M. (2016). Traits and Behaviors: Connecting in the Classroom. (Masters Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/28255

Chicago Manual of Style (16th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Masters Thesis, North Dakota State University. Accessed January 23, 2020. http://hdl.handle.net/10365/28255.

MLA Handbook (7th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Web. 23 Jan 2020.

Vancouver:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Internet] [Masters thesis]. North Dakota State University; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10365/28255.

Council of Science Editors:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Masters Thesis]. North Dakota State University; 2016. Available from: http://hdl.handle.net/10365/28255

17. Freret, Taylor. Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues.

Degree: Doctor of Medicine, 2017, Harvard University

Academic medicine requires its members to teach junior colleagues; however, most of these teachers have received little, if any, pedagogical training. Preparing senior medical students,… (more)

Subjects/Keywords: medical simulation; student-as-teacher

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

APA (6th Edition):

Freret, T. (2017). Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620526

Chicago Manual of Style (16th Edition):

Freret, Taylor. “Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues.” 2017. Doctoral Dissertation, Harvard University. Accessed January 23, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620526.

MLA Handbook (7th Edition):

Freret, Taylor. “Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues.” 2017. Web. 23 Jan 2020.

Vancouver:

Freret T. Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Jan 23]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620526.

Council of Science Editors:

Freret T. Medical Simulation Curriculum: Preparing Senior Medical Students to Run Simulation for Junior Colleagues. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620526


University of Oklahoma

18. De Los Angeles, Ingrid Maria. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.

Degree: PhD, 2013, University of Oklahoma

Teacher leadership has gained some recognition in the context of school improvement and usually pertains to more or less administrative activities. Little inquiry concentrates on… (more)

Subjects/Keywords: Teacher-student relationships; Educational leadership

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APA (6th Edition):

De Los Angeles, I. M. (2013). Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319032

Chicago Manual of Style (16th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed January 23, 2020. http://hdl.handle.net/11244/319032.

MLA Handbook (7th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Web. 23 Jan 2020.

Vancouver:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/11244/319032.

Council of Science Editors:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319032


Ohio University

19. Mazer, Joseph P. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.

Degree: PhD, Communication Studies (Communication), 2010, Ohio University

 This dissertation examines the role of teacher communication, student interest, and student engagement in the teaching and process and contributes to prior theory and research… (more)

Subjects/Keywords: Communication; student interest; student engagement; teacher immediacy; teacher clarity; instructional communication; student learning

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APA (6th Edition):

Mazer, J. P. (2010). Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490

Chicago Manual of Style (16th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Doctoral Dissertation, Ohio University. Accessed January 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

MLA Handbook (7th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Web. 23 Jan 2020.

Vancouver:

Mazer JP. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2020 Jan 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

Council of Science Editors:

Mazer JP. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490


University of North Texas

20. Stearns, Catherine L. Student Teachers’ Changing Confidence in Teaching.

Degree: 2015, University of North Texas

 Research shows that student teachers find the mentor teacher and the student teaching experience itself the two most influential factors in their practicum experience. This… (more)

Subjects/Keywords: student teacher; mentor teacher; confidence; Student teachers.; Master teachers.; Student teaching.; Teachers  – Training of.; Confidence.

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APA (6th Edition):

Stearns, C. L. (2015). Student Teachers’ Changing Confidence in Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801883/

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):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed January 23, 2020. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 23 Jan 2020.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Jan 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/

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


Claremont Graduate University

21. Pieratt, Jennifer Ray. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.

Degree: PhD, 2011, Claremont Graduate University

  The purpose of this study is to explore the relationship between pedagogy and teacher-student relationships. Researchers have hypothesized that these relationships can promote better… (more)

Subjects/Keywords: pedagogy; school structure; student achievement; student learning; teacher-student relationships; Education

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APA (6th Edition):

Pieratt, J. R. (2011). Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/13

Chicago Manual of Style (16th Edition):

Pieratt, Jennifer Ray. “Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.” 2011. Doctoral Dissertation, Claremont Graduate University. Accessed January 23, 2020. https://scholarship.claremont.edu/cgu_etd/13.

MLA Handbook (7th Edition):

Pieratt, Jennifer Ray. “Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.” 2011. Web. 23 Jan 2020.

Vancouver:

Pieratt JR. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2011. [cited 2020 Jan 23]. Available from: https://scholarship.claremont.edu/cgu_etd/13.

Council of Science Editors:

Pieratt JR. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. [Doctoral Dissertation]. Claremont Graduate University; 2011. Available from: https://scholarship.claremont.edu/cgu_etd/13


University of Waikato

22. Langley, Dene John. Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools .

Degree: 2009, University of Waikato

 Managing challenging behaviour in the classroom is a problem faced by all teachers. Challenging behaviour is any form of behaviour that interferes with children's learning… (more)

Subjects/Keywords: classroom culture; student behavior; student behaviour; primary level; teacher student relationships

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APA (6th Edition):

Langley, D. J. (2009). Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/2796

Chicago Manual of Style (16th Edition):

Langley, Dene John. “Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools .” 2009. Masters Thesis, University of Waikato. Accessed January 23, 2020. http://hdl.handle.net/10289/2796.

MLA Handbook (7th Edition):

Langley, Dene John. “Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools .” 2009. Web. 23 Jan 2020.

Vancouver:

Langley DJ. Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools . [Internet] [Masters thesis]. University of Waikato; 2009. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10289/2796.

Council of Science Editors:

Langley DJ. Student challenging behaviour and its impact on classroom culture: An investigation into how challenging behaviour can affect the learning culture in New Zealand primary schools . [Masters Thesis]. University of Waikato; 2009. Available from: http://hdl.handle.net/10289/2796


University of Missouri – Columbia

23. McCollum, Dixie. A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs.

Degree: 2011, University of Missouri – Columbia

 Research revealed teachers are the most influential factor on student achievement and districts face their own unique set of challenges as they attempt to maintain… (more)

Subjects/Keywords: student achievement; Grow Your Own Teacher; teacher recruitment; teacher retention

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APA (6th Edition):

McCollum, D. (2011). A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14437

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):

McCollum, Dixie. “A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs.” 2011. Thesis, University of Missouri – Columbia. Accessed January 23, 2020. http://hdl.handle.net/10355/14437.

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

MLA Handbook (7th Edition):

McCollum, Dixie. “A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs.” 2011. Web. 23 Jan 2020.

Vancouver:

McCollum D. A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10355/14437.

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

Council of Science Editors:

McCollum D. A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14437

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


University of Houston

24. Smith, LaTonya 1980-. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

Teacher preparation programs help ensure that highly qualified teachers are prepared for the challenges faced in every classroom. The student teaching experiences within the teacher(more)

Subjects/Keywords: teacher education; student teaching; student teacher; cooperating teacher; student and cooperating teacher interactions; teacher efficacy development; Student teachers – Texas – Houston; Self-efficacy

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APA (6th Edition):

Smith, L. 1. (2011). When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/583

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):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Thesis, University of Houston. Accessed January 23, 2020. http://hdl.handle.net/10657/583.

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

MLA Handbook (7th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Web. 23 Jan 2020.

Vancouver:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Internet] [Thesis]. University of Houston; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10657/583.

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

Council of Science Editors:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/583

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

25. Valdner, Faith. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.

Degree: Faculty of Educational Sciences, 2014, Linköping UniversityLinköping University

  Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning… (more)

Subjects/Keywords: Peer influence; teacher influence; teacher-student relationship; teacher expectations; teacher self-efficacy and motivation

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APA (6th Edition):

Valdner, F. (2014). Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

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):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Thesis, Linköping UniversityLinköping University. Accessed January 23, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

MLA Handbook (7th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Web. 23 Jan 2020.

Vancouver:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2020 Jan 23]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

Council of Science Editors:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Thesis]. Linköping UniversityLinköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

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


University of Florida

26. Murphy, Amy S. Student Teaching in the Age of Accountability.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

Student teaching experiences lie at the heart of many teacher education programs. The age of accountability, however, potentially jeopardizes the opportunities for teacher candidates to… (more)

Subjects/Keywords: Classrooms; Internships; Mentors; Schools; Student teachers; Student teaching; Students; Teacher education; Teacher educators; Teachers; accountability  – student-teaching  – teacher-preparation

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

APA (6th Edition):

Murphy, A. S. (2015). Student Teaching in the Age of Accountability. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047741

Chicago Manual of Style (16th Edition):

Murphy, Amy S. “Student Teaching in the Age of Accountability.” 2015. Doctoral Dissertation, University of Florida. Accessed January 23, 2020. http://ufdc.ufl.edu/UFE0047741.

MLA Handbook (7th Edition):

Murphy, Amy S. “Student Teaching in the Age of Accountability.” 2015. Web. 23 Jan 2020.

Vancouver:

Murphy AS. Student Teaching in the Age of Accountability. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2020 Jan 23]. Available from: http://ufdc.ufl.edu/UFE0047741.

Council of Science Editors:

Murphy AS. Student Teaching in the Age of Accountability. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0047741


University of Utah

27. Smith, Natalie S. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.

Degree: MS;, Exercise & Sport Science;, 2008, University of Utah

 Although conflict is an area that all people need to learn to navigate, underserved youth are at a greater risk for experiencing social, emotional, and… (more)

Subjects/Keywords: Physical education and training; Teacher-student relationships

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APA (6th Edition):

Smith, N. S. (2008). Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366

Chicago Manual of Style (16th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Masters Thesis, University of Utah. Accessed January 23, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.

MLA Handbook (7th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Web. 23 Jan 2020.

Vancouver:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2020 Jan 23]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.

Council of Science Editors:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Masters Thesis]. University of Utah; 2008. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366


University of Alberta

28. Filax, Gloria Elizabeth Alice. Creative pedagogies: troubling the troubled waters of education.

Degree: Master of Education in Sociology of Education, Department of Educational Foundations, 1995, University of Alberta

Subjects/Keywords: Teacher-student relationships.

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APA (6th Edition):

Filax, G. E. A. (1995). Creative pedagogies: troubling the troubled waters of education. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/05741t517

Chicago Manual of Style (16th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Masters Thesis, University of Alberta. Accessed January 23, 2020. https://era.library.ualberta.ca/files/05741t517.

MLA Handbook (7th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Web. 23 Jan 2020.

Vancouver:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2020 Jan 23]. Available from: https://era.library.ualberta.ca/files/05741t517.

Council of Science Editors:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Masters Thesis]. University of Alberta; 1995. Available from: https://era.library.ualberta.ca/files/05741t517


Texas A&M University

29. Hlavinka, Sylinda. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.

Degree: 2013, Texas A&M University

 This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black… (more)

Subjects/Keywords: Millennial Generation Teacher Retention; Diverse Student Populations

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

APA (6th Edition):

Hlavinka, S. (2013). The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149290

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):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Thesis, Texas A&M University. Accessed January 23, 2020. http://hdl.handle.net/1969.1/149290.

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

MLA Handbook (7th Edition):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Web. 23 Jan 2020.

Vancouver:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1969.1/149290.

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

Council of Science Editors:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149290

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


University of Louisville

30. Nichols, Andrew J. An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.

Degree: PhD, College of Education and Human Development, 2011, University of Louisville

 This dissertation contributes to the existing body of research investigating teacher efficacy, collective teacher efficacy, academic efficacy, and teacher-student relationships within residential treatment centers (RTCs)… (more)

Subjects/Keywords: RTC; Residential treatment; Efficacy; Relationship; Teacher; Student

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

APA (6th Edition):

Nichols, A. J. (2011). An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059

Chicago Manual of Style (16th Edition):

Nichols, Andrew J. “An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.” 2011. Doctoral Dissertation, University of Louisville. Accessed January 23, 2020. 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059.

MLA Handbook (7th Edition):

Nichols, Andrew J. “An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.” 2011. Web. 23 Jan 2020.

Vancouver:

Nichols AJ. An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2020 Jan 23]. Available from: 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059.

Council of Science Editors:

Nichols AJ. An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059

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