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You searched for subject:(Teacher student relationship). Showing records 1 – 17 of 17 total matches.

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University of Saskatchewan

1. 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 August 19, 2019. 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. 19 Aug 2019.

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 2019 Aug 19]. 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


University of Manitoba

2. Scott, Troy. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.

Degree: Educational Administration, Foundations and Psychology, 2015, University of Manitoba

 The purpose of this study was first to describe the impact of the relationship between adolescent newcomers in South Winnipeg secondary schools and their teachers.… (more)

Subjects/Keywords: education; EAL; teacher; Relationship; Cultural proficiency; student

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APA (6th Edition):

Scott, T. (2015). The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/30756

Chicago Manual of Style (16th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Masters Thesis, University of Manitoba. Accessed August 19, 2019. http://hdl.handle.net/1993/30756.

MLA Handbook (7th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Web. 19 Aug 2019.

Vancouver:

Scott T. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1993/30756.

Council of Science Editors:

Scott T. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. [Masters Thesis]. University of Manitoba; 2015. Available from: http://hdl.handle.net/1993/30756


University of Alberta

3. Karuku, Simon Muriithi. Being There for the Other: Towards a Phenomenology of Help in Mathematics.

Degree: PhD, Department of Secondary Education, 2013, University of Alberta

 A qualitative study, framed within a hermeneutic phenomenological stance, was undertaken to explore and describe the essence of the meaning of help in mathematics from… (more)

Subjects/Keywords: phenomenology; student-student relationship; private tutoring; help; high school; mathematics; Tanzania; teacher-student relationship

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APA (6th Edition):

Karuku, S. M. (2013). Being There for the Other: Towards a Phenomenology of Help in Mathematics. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/t722h9342

Chicago Manual of Style (16th Edition):

Karuku, Simon Muriithi. “Being There for the Other: Towards a Phenomenology of Help in Mathematics.” 2013. Doctoral Dissertation, University of Alberta. Accessed August 19, 2019. https://era.library.ualberta.ca/files/t722h9342.

MLA Handbook (7th Edition):

Karuku, Simon Muriithi. “Being There for the Other: Towards a Phenomenology of Help in Mathematics.” 2013. Web. 19 Aug 2019.

Vancouver:

Karuku SM. Being There for the Other: Towards a Phenomenology of Help in Mathematics. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Aug 19]. Available from: https://era.library.ualberta.ca/files/t722h9342.

Council of Science Editors:

Karuku SM. Being There for the Other: Towards a Phenomenology of Help in Mathematics. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/t722h9342


Queens University

4. Bhangu, Amrit. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .

Degree: Education, 2010, Queens University

 The purpose of this study was to discover and describe how two teachers effectively interacted with and differentiated instruction for students who displayed off-task behaviors… (more)

Subjects/Keywords: Off-task behaviour; Differentiated instruction; Effective teachers; Problem behaviour; Student-teacher relationship; Student-teacher interactions

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APA (6th Edition):

Bhangu, A. (2010). How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5991

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):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Thesis, Queens University. Accessed August 19, 2019. http://hdl.handle.net/1974/5991.

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

MLA Handbook (7th Edition):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Web. 19 Aug 2019.

Vancouver:

Bhangu A. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1974/5991.

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

Council of Science Editors:

Bhangu A. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5991

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


University of Victoria

5. Jacklin, Nathan. What happens when "we" forget about authority?: Legitimating student-held authority.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 It is undeniable that schools and classrooms must function according to some conception of authority, but contemporary educational theory often overlooks this concept. This ‘forgetting’… (more)

Subjects/Keywords: Educational philosophy; Authority; Autonomy; Agency; Student-Teacher Relationship

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APA (6th Edition):

Jacklin, N. (2018). What happens when "we" forget about authority?: Legitimating student-held authority. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9989

Chicago Manual of Style (16th Edition):

Jacklin, Nathan. “What happens when "we" forget about authority?: Legitimating student-held authority.” 2018. Masters Thesis, University of Victoria. Accessed August 19, 2019. https://dspace.library.uvic.ca//handle/1828/9989.

MLA Handbook (7th Edition):

Jacklin, Nathan. “What happens when "we" forget about authority?: Legitimating student-held authority.” 2018. Web. 19 Aug 2019.

Vancouver:

Jacklin N. What happens when "we" forget about authority?: Legitimating student-held authority. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Aug 19]. Available from: https://dspace.library.uvic.ca//handle/1828/9989.

Council of Science Editors:

Jacklin N. What happens when "we" forget about authority?: Legitimating student-held authority. [Masters Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9989


Université de Montréal

6. Protsenko, Oléna P. Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés .

Degree: 2014, Université de Montréal

 Le processus d’enseignement ne se limite pas à un ensemble de méthodes pédagogiques à appliquer et de contenus programmés à transmettre. Il se déploie également… (more)

Subjects/Keywords: Relation élève-enseignant; qualité de la relation élève-enseignant; relations interpersonnelles; attachement; élève à risque; problèmes de comportement extériorisés; student-teacher relationship; student-teacher relationship quality; interpersonal relations; attachment; student at risk; exteriorized behaviour problems

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APA (6th Edition):

Protsenko, O. P. (2014). Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/10397

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):

Protsenko, Oléna P. “Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés .” 2014. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/10397.

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

MLA Handbook (7th Edition):

Protsenko, Oléna P. “Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés .” 2014. Web. 19 Aug 2019.

Vancouver:

Protsenko OP. Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés . [Internet] [Thesis]. Université de Montréal; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/10397.

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

Council of Science Editors:

Protsenko OP. Le lien entre les perceptions des élèves sur la relation élève-enseignant et les problèmes de comportement extériorisés . [Thesis]. Université de Montréal; 2014. Available from: http://hdl.handle.net/1866/10397

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


Université de Montréal

7. Gobeil-Bourdeau, Jasmine. Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève .

Degree: 2012, Université de Montréal

 Bien que les facteurs de risque associés au faible engagement scolaire aient été largement étudiés, les mécanismes qui conduisent les enfants moins bien préparés pour… (more)

Subjects/Keywords: Préparation à l'école; School readiness; Engagement scolaire; School engagement; Relation maître-élève; Student-teacher relationship; Chaleur; Closeness; Conflit; Conflict

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APA (6th Edition):

Gobeil-Bourdeau, J. (2012). Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/8994

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):

Gobeil-Bourdeau, Jasmine. “Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève .” 2012. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/8994.

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

MLA Handbook (7th Edition):

Gobeil-Bourdeau, Jasmine. “Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève .” 2012. Web. 19 Aug 2019.

Vancouver:

Gobeil-Bourdeau J. Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève . [Internet] [Thesis]. Université de Montréal; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/8994.

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

Council of Science Editors:

Gobeil-Bourdeau J. Préparation à l'école et engagement scolaire : le rôle médiateur de la relation maître-élève . [Thesis]. Université de Montréal; 2012. Available from: http://hdl.handle.net/1866/8994

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


Université de Montréal

8. Olivier, Elizabeth. L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales .

Degree: 2014, Université de Montréal

 Les élèves qui ont un bon engagement scolaire présentent généralement une bonne adaptation à l’école. Cependant, pour les enfants hyperactifs et inattentifs, cette adaptation est… (more)

Subjects/Keywords: Engagement scolaire; Hyperactivité; Inattention; Prosocialité; Relation maître-élève; School engagement; Hyperactivity; Inattention; Prosociality; Teacher-student relationship

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APA (6th Edition):

Olivier, E. (2014). L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/10569

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):

Olivier, Elizabeth. “L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales .” 2014. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/10569.

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

MLA Handbook (7th Edition):

Olivier, Elizabeth. “L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales .” 2014. Web. 19 Aug 2019.

Vancouver:

Olivier E. L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales . [Internet] [Thesis]. Université de Montréal; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/10569.

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

Council of Science Editors:

Olivier E. L'engagement scolaire des enfants hyperactifs et inattentifs : effets modérateurs des relations sociales . [Thesis]. Université de Montréal; 2014. Available from: http://hdl.handle.net/1866/10569

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

9. Berg, Tanya Christa. Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship.

Degree: PhD, Dance Studies, 2016, York University

 The twenty-first century ballet class often retains traditional organization, beginning with the barre work, continuing with the centre practice, adage, pirouettes, and allegro. However, the… (more)

Subjects/Keywords: Performing arts education; Ballet; Pedagogy; Dialogue; Non-verbal communication; Student-teacher relationship; Mentoring; Education; Kinesthetic communication; Silence; Dance; Artistry

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APA (6th Edition):

Berg, T. C. (2016). Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/32775

Chicago Manual of Style (16th Edition):

Berg, Tanya Christa. “Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship.” 2016. Doctoral Dissertation, York University. Accessed August 19, 2019. http://hdl.handle.net/10315/32775.

MLA Handbook (7th Edition):

Berg, Tanya Christa. “Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship.” 2016. Web. 19 Aug 2019.

Vancouver:

Berg TC. Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship. [Internet] [Doctoral dissertation]. York University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10315/32775.

Council of Science Editors:

Berg TC. Ballet Pedagogy as Kinesthetic Collaboration: Exploring Kinesthetic Dialogue in an Embodied Student-Teacher Relationship. [Doctoral Dissertation]. York University; 2016. Available from: http://hdl.handle.net/10315/32775


Université de Montréal

10. Girouard-Gagné, Myriam. Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal .

Degree: 2017, Université de Montréal

 Le contexte scolaire actuel au Québec, et particulièrement à Montréal, amène les enseignants à développer des pratiques différenciées pour répondre aux besoins de leurs élèves.… (more)

Subjects/Keywords: différenciation pédagogique; gestion de classe; sentiment d'efficacité personnelle; pratiques différenciées; relation maitre-élève; relations sociales; differenciation; classroom management; self-efficacy; differenciated practices; differenciated instruction; student-teacher relationship; social relationship

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APA (6th Edition):

Girouard-Gagné, M. (2017). Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/18356

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):

Girouard-Gagné, Myriam. “Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal .” 2017. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/18356.

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

MLA Handbook (7th Edition):

Girouard-Gagné, Myriam. “Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal .” 2017. Web. 19 Aug 2019.

Vancouver:

Girouard-Gagné M. Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal . [Internet] [Thesis]. Université de Montréal; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/18356.

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

Council of Science Editors:

Girouard-Gagné M. Interactions entre le sentiment d’efficacité personnelle à gérer la classe et les pratiques de différenciation pédagogique d’enseignants au primaire à Montréal . [Thesis]. Université de Montréal; 2017. Available from: http://hdl.handle.net/1866/18356

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


Université de Montréal

11. Lemire, Isabelle. L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés .

Degree: 2012, Université de Montréal

 Cette étude avait pour but de vérifier l’incidence de la relation maître-élève sur la motivation des élèves particulièrement en milieux défavorisés. Notre hypothèse stipulait que… (more)

Subjects/Keywords: Motivation scolaire; Relation maître-élève; Milieu socioéconomique; Perception de compétence; Intérêt; Valeur utilitaire; Buts d'accomplissement; School motivation; Student-teacher relationship; Socioeconomic status; Perceived competence; Interest; Utility value; Goal orientation

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APA (6th Edition):

Lemire, I. (2012). L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/6271

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):

Lemire, Isabelle. “L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés .” 2012. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/6271.

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

MLA Handbook (7th Edition):

Lemire, Isabelle. “L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés .” 2012. Web. 19 Aug 2019.

Vancouver:

Lemire I. L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés . [Internet] [Thesis]. Université de Montréal; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/6271.

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

Council of Science Editors:

Lemire I. L’incidence de la relation maître-élève sur la motivation d’élèves du primaire provenant de milieux défavorisés . [Thesis]. Université de Montréal; 2012. Available from: http://hdl.handle.net/1866/6271

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


Université de Montréal

12. Fournel, Mélanie. L’influence de la relation maître-élève sur le risque d’abandonner l’école .

Degree: 2013, Université de Montréal

 De nombreuses études ont démontré l’effet modérateur de la qualité de la relation maître-élève sur le niveau d’adaptation comportementale et scolaire des élèves du primaire,… (more)

Subjects/Keywords: Relation maître-élève; Teacher-student relationship; Décrochage scolaire; School dropout; Inadaptation scolaire; School adjustment; École secondaire; High school; Effet modérateur; Moderating effect

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APA (6th Edition):

Fournel, M. (2013). L’influence de la relation maître-élève sur le risque d’abandonner l’école . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/9176

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):

Fournel, Mélanie. “L’influence de la relation maître-élève sur le risque d’abandonner l’école .” 2013. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/9176.

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

MLA Handbook (7th Edition):

Fournel, Mélanie. “L’influence de la relation maître-élève sur le risque d’abandonner l’école .” 2013. Web. 19 Aug 2019.

Vancouver:

Fournel M. L’influence de la relation maître-élève sur le risque d’abandonner l’école . [Internet] [Thesis]. Université de Montréal; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/9176.

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

Council of Science Editors:

Fournel M. L’influence de la relation maître-élève sur le risque d’abandonner l’école . [Thesis]. Université de Montréal; 2013. Available from: http://hdl.handle.net/1866/9176

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


Université de Montréal

13. Lamanque-Bélanger, Catherine. La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés .

Degree: 2018, Université de Montréal

Subjects/Keywords: engagement scolaire; milieux défavorisés; relation maître-élève; relations avec les pairs; immigrants; school engagement; underprivileged backgrounds; teacher-student relationship; peer relations

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

APA (6th Edition):

Lamanque-Bélanger, C. (2018). La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/21303

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):

Lamanque-Bélanger, Catherine. “La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés .” 2018. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/21303.

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

MLA Handbook (7th Edition):

Lamanque-Bélanger, Catherine. “La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés .” 2018. Web. 19 Aug 2019.

Vancouver:

Lamanque-Bélanger C. La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés . [Internet] [Thesis]. Université de Montréal; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/21303.

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

Council of Science Editors:

Lamanque-Bélanger C. La relation entre les interactions positives avec l’enseignant et les pairs sur l'engagement affectif des élèves du primaire immigrants et non-immigrants en milieux défavorisés . [Thesis]. Université de Montréal; 2018. Available from: http://hdl.handle.net/1866/21303

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


Université de Montréal

14. Vandenbossche-Makombo, Jade. Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève .

Degree: 2013, Université de Montréal

Subjects/Keywords: engagement scolaire; relation maître-élève; opposition; chaleur; conflit; school engagement; opposition; student-teacher relationship; closeness; conflict

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

APA (6th Edition):

Vandenbossche-Makombo, J. (2013). Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/9065

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):

Vandenbossche-Makombo, Jade. “Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève .” 2013. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/9065.

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

MLA Handbook (7th Edition):

Vandenbossche-Makombo, Jade. “Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève .” 2013. Web. 19 Aug 2019.

Vancouver:

Vandenbossche-Makombo J. Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève . [Internet] [Thesis]. Université de Montréal; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/9065.

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

Council of Science Editors:

Vandenbossche-Makombo J. Comportements oppositionnels et engagement scolaire : effet modérateur de la relation maître-élève . [Thesis]. Université de Montréal; 2013. Available from: http://hdl.handle.net/1866/9065

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

15. Hainer-Violand, Julia. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.

Degree: 2013, University of Toronto

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of… (more)

Subjects/Keywords: Teacher Agency; Curriculum Design; Bilingual Learners; Practitioner Research; Teacher Student Relationship; Instruction; Common Core State Standards; Standardized Testing; New Literacy Studies; Student Engagement; 0727; 0282; 0279; 0524

student experience and teacher priorities when working with linguistically and culturally… …their students through their curriculum and how teacher-student relationships are locations of… …teacher-student relationships. Therefore, within my literature review, I make a distinction… …and how” is shaped by teacher-student relationships and experience in the classroom. Central… …Washington, DC on a weekday evening staring at the Houghton Mifflin teacher guide, overwhelmed by… 

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

APA (6th Edition):

Hainer-Violand, J. (2013). (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42622

Chicago Manual of Style (16th Edition):

Hainer-Violand, Julia. “(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.” 2013. Masters Thesis, University of Toronto. Accessed August 19, 2019. http://hdl.handle.net/1807/42622.

MLA Handbook (7th Edition):

Hainer-Violand, Julia. “(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.” 2013. Web. 19 Aug 2019.

Vancouver:

Hainer-Violand J. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1807/42622.

Council of Science Editors:

Hainer-Violand J. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42622

16. Fontaine-Boyte, Cathy. Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant .

Degree: 2015, Université de Montréal

 De nombreuses études ont démontré que les comportements d’hyperactivité-impulsivité sont associés au faible engagement comportemental des élèves au primaire, mais très peu ont tenté d’expliquer… (more)

Subjects/Keywords: Relation maitre-élève conflictuelle; Engagement comportemental; Comportements d’hyperactivité-impulsivité; Effet médiateur; Teacher-student conflicts relationship; Engagement; Hyperactivity-impulsivity behaviors; Mediation effect

…and Difficulties Questionnaire STRS : Student-Teacher Relationship Scale TDAH` : Trouble… …2001). La mesure utilisée comporte 4 énoncés tirés de l’Échelle Student-Teacher… …Relationship adaptée en français (STRS; Pianta, 2001). L’adaptation de ces énoncés a été… 

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

APA (6th Edition):

Fontaine-Boyte, C. (2015). Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/11518

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):

Fontaine-Boyte, Cathy. “Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant .” 2015. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/11518.

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

MLA Handbook (7th Edition):

Fontaine-Boyte, Cathy. “Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant .” 2015. Web. 19 Aug 2019.

Vancouver:

Fontaine-Boyte C. Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant . [Internet] [Thesis]. Université de Montréal; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/11518.

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

Council of Science Editors:

Fontaine-Boyte C. Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant . [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/11518

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


Université de Montréal

17. Langevin, Jean-Philippe. Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel .

Degree: 2013, Université de Montréal

Subjects/Keywords: Décrochage scolaire; Consommation de substances psychoactives; Cannabis; Beuverie; Intoxication; Alcool; Climat relationnel maître-élève; Facteurs de protection; School dropout; Substance use; Cannabis; Alcohol; Binge drinking; Student-teacher relationship climate; Protective factors

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

APA (6th Edition):

Langevin, J. (2013). Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/9973

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):

Langevin, Jean-Philippe. “Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel .” 2013. Thesis, Université de Montréal. Accessed August 19, 2019. http://hdl.handle.net/1866/9973.

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

MLA Handbook (7th Edition):

Langevin, Jean-Philippe. “Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel .” 2013. Web. 19 Aug 2019.

Vancouver:

Langevin J. Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel . [Internet] [Thesis]. Université de Montréal; 2013. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1866/9973.

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

Council of Science Editors:

Langevin J. Les beuveries et la consommation de cannabis au secondaire et le décrochage scolaire à la fin du secondaire : effets modérateurs protecteurs du climat relationnel . [Thesis]. Université de Montréal; 2013. Available from: http://hdl.handle.net/1866/9973

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

.