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You searched for subject:(Teacher student relationships). Showing records 1 – 30 of 751 total matches.

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University of Hong Kong

1. 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 April 20, 2019. 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. 20 Apr 2019.

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 2019 Apr 20]. 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 Minnesota

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

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 April 20, 2019. 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. 20 Apr 2019.

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 2019 Apr 20]. 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 British Columbia

3. McMillan, Daphne Diana. Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom .

Degree: 2008, University of British Columbia

 This study explored one classroom teacher's attempt to bridge young learners' access to the academic content of Social Studies in an elementary, multilingual, multicultural, mainstream… (more)

Subjects/Keywords: Multilingual; Multicultural; Student-teacher relationships

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APA (6th Edition):

McMillan, D. D. (2008). Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/2572

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):

McMillan, Daphne Diana. “Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom .” 2008. Thesis, University of British Columbia. Accessed April 20, 2019. http://hdl.handle.net/2429/2572.

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

MLA Handbook (7th Edition):

McMillan, Daphne Diana. “Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom .” 2008. Web. 20 Apr 2019.

Vancouver:

McMillan DD. Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom . [Internet] [Thesis]. University of British Columbia; 2008. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2429/2572.

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

Council of Science Editors:

McMillan DD. Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom . [Thesis]. University of British Columbia; 2008. Available from: http://hdl.handle.net/2429/2572

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


University of Edinburgh

4. Sadler, Ian. Development of new teachers in higher education : interactions with students and other influences upon approach to teaching.

Degree: PhD, 2009, University of Edinburgh

 There is little longitudinal, empirical evidence on which to base our understanding of teacher development in higher education. Although there is an extensive literature about… (more)

Subjects/Keywords: 370.711; teaching; Teacher-student relationships

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

APA (6th Edition):

Sadler, I. (2009). Development of new teachers in higher education : interactions with students and other influences upon approach to teaching. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/3388

Chicago Manual of Style (16th Edition):

Sadler, Ian. “Development of new teachers in higher education : interactions with students and other influences upon approach to teaching.” 2009. Doctoral Dissertation, University of Edinburgh. Accessed April 20, 2019. http://hdl.handle.net/1842/3388.

MLA Handbook (7th Edition):

Sadler, Ian. “Development of new teachers in higher education : interactions with students and other influences upon approach to teaching.” 2009. Web. 20 Apr 2019.

Vancouver:

Sadler I. Development of new teachers in higher education : interactions with students and other influences upon approach to teaching. [Internet] [Doctoral dissertation]. University of Edinburgh; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1842/3388.

Council of Science Editors:

Sadler I. Development of new teachers in higher education : interactions with students and other influences upon approach to teaching. [Doctoral Dissertation]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/3388


University of KwaZulu-Natal

5. [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 April 20, 2019. 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. 20 Apr 2019.

Vancouver:

author] [. A paradox of knowing : teachers' knowing about students. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Apr 20]. 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


Oregon State University

6. 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 April 20, 2019. 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. 20 Apr 2019.

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 2019 Apr 20]. 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


University of Johannesburg

7. 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 April 20, 2019. 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. 20 Apr 2019.

Vancouver:

Zagnoev DT. Aggressive behaviour of children as a function of classroom environment. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Apr 20]. 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

8. 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 April 20, 2019. 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. 20 Apr 2019.

Vancouver:

Bahadoor F. An Islamic perspective on educator-learner relationships. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Apr 20]. 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

9. 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 April 20, 2019. http://hdl.handle.net/10365/28255.

MLA Handbook (7th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Web. 20 Apr 2019.

Vancouver:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Internet] [Masters thesis]. North Dakota State University; 2016. [cited 2019 Apr 20]. 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


University of Canterbury

10. Sutton, Gareth. Extracurricular engagement and the effects on teacher-student educational relationship.

Degree: 2015, University of Canterbury

 The literature reviews aims to investigate the effects that extracurricular activity engagement by teachers has on the teacher-student educational relationship. The review concludes that there… (more)

Subjects/Keywords: Teacher; Educational Relationships; Teacher-Student Relationship; Engagement.

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APA (6th Edition):

Sutton, G. (2015). Extracurricular engagement and the effects on teacher-student educational relationship. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11452

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):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed April 20, 2019. http://hdl.handle.net/10092/11452.

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

MLA Handbook (7th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Web. 20 Apr 2019.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10092/11452.

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

Council of Science Editors:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11452

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


Penn State University

11. Clapper, Christy Ann. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.

Degree: PhD, Educational Leadership, 2008, Penn State University

 ABSTRACT This qualitative study examined the experiences of the developing teacher-student relationship from the perspective of a small group of high performing middle school students.… (more)

Subjects/Keywords: teacher-student relationships; student experiences of relationships with teachers; developing relationships between teachers and stud; middle school student-teacher relationships

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

APA (6th Edition):

Clapper, C. A. (2008). A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8445

Chicago Manual of Style (16th Edition):

Clapper, Christy Ann. “A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.” 2008. Doctoral Dissertation, Penn State University. Accessed April 20, 2019. https://etda.libraries.psu.edu/catalog/8445.

MLA Handbook (7th Edition):

Clapper, Christy Ann. “A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.” 2008. Web. 20 Apr 2019.

Vancouver:

Clapper CA. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Apr 20]. Available from: https://etda.libraries.psu.edu/catalog/8445.

Council of Science Editors:

Clapper CA. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8445


University of Zambia

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

Degree: 2014, University of Zambia

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Thesis, University of Zambia. Accessed April 20, 2019. http://hdl.handle.net/123456789/3211.

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

MLA Handbook (7th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Web. 20 Apr 2019.

Vancouver:

Lishomwa MK. A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/123456789/3211.

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

Council of Science Editors:

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

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


University of Utah

13. 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 April 20, 2019. 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. 20 Apr 2019.

Vancouver:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2019 Apr 20]. 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

14. 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 April 20, 2019. 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. 20 Apr 2019.

Vancouver:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2019 Apr 20]. 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


University of Aberdeen

15. Darling, Kirsten Amy. A self-study of participatory and enactivist approaches to teaching and learning.

Degree: PhD, 2014, University of Aberdeen

 'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis.… (more)

Subjects/Keywords: 370; Teacher-student relationships; Learning strategies

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APA (6th Edition):

Darling, K. A. (2014). A self-study of participatory and enactivist approaches to teaching and learning. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

Chicago Manual of Style (16th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed April 20, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

MLA Handbook (7th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Web. 20 Apr 2019.

Vancouver:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Apr 20]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

Council of Science Editors:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966


University of Hong Kong

16. Wong, Mei-yee. Teacher-student power relations in primary schools in Hong Kong.

Degree: PhD, 2011, University of Hong Kong

 This qualitative case study explores power relations between teacher and students in a classroom-based teaching and learning process. Sixteen Grade Four and Five classes in… (more)

Subjects/Keywords: Teacher-student relationships - China - Hong Kong

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APA (6th Edition):

Wong, M. (2011). Teacher-student power relations in primary schools in Hong Kong. (Doctoral Dissertation). University of Hong Kong. Retrieved from Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119

Chicago Manual of Style (16th Edition):

Wong, Mei-yee. “Teacher-student power relations in primary schools in Hong Kong.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed April 20, 2019. Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119.

MLA Handbook (7th Edition):

Wong, Mei-yee. “Teacher-student power relations in primary schools in Hong Kong.” 2011. Web. 20 Apr 2019.

Vancouver:

Wong M. Teacher-student power relations in primary schools in Hong Kong. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Apr 20]. Available from: Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119.

Council of Science Editors:

Wong M. Teacher-student power relations in primary schools in Hong Kong. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119


Massey University

17. Ashcroft, Eric Robert. Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education.

Degree: 1972, Massey University

 This investigation reports a quasi experimental study of teachers' verbal contacts with pupils during their first year of formal schooling. It was expected that consensus… (more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Ashcroft, E. R. (1972). Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13875

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):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Thesis, Massey University. Accessed April 20, 2019. http://hdl.handle.net/10179/13875.

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

MLA Handbook (7th Edition):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Web. 20 Apr 2019.

Vancouver:

Ashcroft ER. Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. [Internet] [Thesis]. Massey University; 1972. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10179/13875.

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

Council of Science Editors:

Ashcroft ER. Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. [Thesis]. Massey University; 1972. Available from: http://hdl.handle.net/10179/13875

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


Massey University

18. Hulbert, Murray Edwin. Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .

Degree: 1971, Massey University

 The concern of this thesis was territorial behaviours in classroom settings, namely: 1. The teacher's use of geographic space, and 2. Verbal interaction patterns resulting… (more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Hulbert, M. E. (1971). Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13982

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):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Thesis, Massey University. Accessed April 20, 2019. http://hdl.handle.net/10179/13982.

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

MLA Handbook (7th Edition):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Web. 20 Apr 2019.

Vancouver:

Hulbert ME. Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education . [Internet] [Thesis]. Massey University; 1971. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10179/13982.

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

Council of Science Editors:

Hulbert ME. Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education . [Thesis]. Massey University; 1971. Available from: http://hdl.handle.net/10179/13982

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


Oregon State University

19. Copeland, Robert McDaniel. A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.

Degree: EdD, Science Education, 1974, Oregon State University

Subjects/Keywords: Teacher-student relationships

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

APA (6th Edition):

Copeland, R. M. (1974). A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38472

Chicago Manual of Style (16th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Doctoral Dissertation, Oregon State University. Accessed April 20, 2019. http://hdl.handle.net/1957/38472.

MLA Handbook (7th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Web. 20 Apr 2019.

Vancouver:

Copeland RM. A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups. [Internet] [Doctoral dissertation]. Oregon State University; 1974. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1957/38472.

Council of Science Editors:

Copeland RM. A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups. [Doctoral Dissertation]. Oregon State University; 1974. Available from: http://hdl.handle.net/1957/38472


Oregon State University

20. Jackson, Frieda Ann. The relationship between teacher behavior and understanding of children's behavior.

Degree: MS, Family Life, 1974, Oregon State University

 The purpose of this study was to explore the relationship between teacher behavior and understanding of children's behavior in a group of beginning practicum student(more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Jackson, F. A. (1974). The relationship between teacher behavior and understanding of children's behavior. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/44508

Chicago Manual of Style (16th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Masters Thesis, Oregon State University. Accessed April 20, 2019. http://hdl.handle.net/1957/44508.

MLA Handbook (7th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Web. 20 Apr 2019.

Vancouver:

Jackson FA. The relationship between teacher behavior and understanding of children's behavior. [Internet] [Masters thesis]. Oregon State University; 1974. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1957/44508.

Council of Science Editors:

Jackson FA. The relationship between teacher behavior and understanding of children's behavior. [Masters Thesis]. Oregon State University; 1974. Available from: http://hdl.handle.net/1957/44508


Oregon State University

21. Scharff, Charles Eldon. A study of the ability of verbally creative teachers to identify verbally creative students.

Degree: PhD, Education, 1972, Oregon State University

 Rooted in the writer's general concern with the teaching and evaluation of writing, this study attempts to determine whether verbally creative teachers are better able… (more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Scharff, C. E. (1972). A study of the ability of verbally creative teachers to identify verbally creative students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44575

Chicago Manual of Style (16th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Doctoral Dissertation, Oregon State University. Accessed April 20, 2019. http://hdl.handle.net/1957/44575.

MLA Handbook (7th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Web. 20 Apr 2019.

Vancouver:

Scharff CE. A study of the ability of verbally creative teachers to identify verbally creative students. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1957/44575.

Council of Science Editors:

Scharff CE. A study of the ability of verbally creative teachers to identify verbally creative students. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/44575


Oregon State University

22. Kelly, Joseph Richard. Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.

Degree: EdD, Science Education, 1972, Oregon State University

 This investigation was designed to measure certain visually perceived nonverbal behaviors of teachers in an effort to learn the relationships between these behaviors and the… (more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Kelly, J. R. (1972). Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45247

Chicago Manual of Style (16th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Doctoral Dissertation, Oregon State University. Accessed April 20, 2019. http://hdl.handle.net/1957/45247.

MLA Handbook (7th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Web. 20 Apr 2019.

Vancouver:

Kelly JR. Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1957/45247.

Council of Science Editors:

Kelly JR. Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45247


Oregon State University

23. Melendy, Ward Tinker. Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.

Degree: EdD, Education, 1967, Oregon State University

 Purposes of the Study: 1. To design an instrument for classification of teacher-child verbal interaction formulating classroom cognitive patterns of communication. 2. To use the… (more)

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Melendy, W. T. (1967). Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/47077

Chicago Manual of Style (16th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Doctoral Dissertation, Oregon State University. Accessed April 20, 2019. http://hdl.handle.net/1957/47077.

MLA Handbook (7th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Web. 20 Apr 2019.

Vancouver:

Melendy WT. Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. [Internet] [Doctoral dissertation]. Oregon State University; 1967. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1957/47077.

Council of Science Editors:

Melendy WT. Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. [Doctoral Dissertation]. Oregon State University; 1967. Available from: http://hdl.handle.net/1957/47077


University of British Columbia

24. Harris, Justine. Approachability of adults in secondary schools as selected by students .

Degree: 1969, University of British Columbia

 Because students may seek discussions most often with approachable adults, and such discussions may be more potentially helpful than discussions initiated otherwise, approachability of adults… (more)

Subjects/Keywords: teacher-student relationships

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APA (6th Edition):

Harris, J. (1969). Approachability of adults in secondary schools as selected by students . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/41216

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):

Harris, Justine. “Approachability of adults in secondary schools as selected by students .” 1969. Thesis, University of British Columbia. Accessed April 20, 2019. http://hdl.handle.net/2429/41216.

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

MLA Handbook (7th Edition):

Harris, Justine. “Approachability of adults in secondary schools as selected by students .” 1969. Web. 20 Apr 2019.

Vancouver:

Harris J. Approachability of adults in secondary schools as selected by students . [Internet] [Thesis]. University of British Columbia; 1969. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/2429/41216.

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

Council of Science Editors:

Harris J. Approachability of adults in secondary schools as selected by students . [Thesis]. University of British Columbia; 1969. Available from: http://hdl.handle.net/2429/41216

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


University of Missouri – Columbia

25. Marx, Adam Alan. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.

Degree: 2014, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to examine the relationship between undergraduate student course engagement… (more)

Subjects/Keywords: Teacher-student relationships; Academic achievement; Classroom environment

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APA (6th Edition):

Marx, A. A. (2014). Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46445

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):

Marx, Adam Alan. “Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.” 2014. Thesis, University of Missouri – Columbia. Accessed April 20, 2019. http://hdl.handle.net/10355/46445.

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

MLA Handbook (7th Edition):

Marx, Adam Alan. “Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.” 2014. Web. 20 Apr 2019.

Vancouver:

Marx AA. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10355/46445.

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

Council of Science Editors:

Marx AA. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/46445

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


University of Johannesburg

26. Rheeders, Hendrik Andries. Konflikhantering in die klaskamer.

Degree: 2014, University of Johannesburg

M.Ed. (Education)

Conflict is a general phenomenon in social relationships. Due to the fact that the teacher and the pupils are together for about six… (more)

Subjects/Keywords: Conflict management; Classroom management; Teacher-student relationships

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APA (6th Edition):

Rheeders, H. A. (2014). Konflikhantering in die klaskamer. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11683

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):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Thesis, University of Johannesburg. Accessed April 20, 2019. http://hdl.handle.net/10210/11683.

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

MLA Handbook (7th Edition):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Web. 20 Apr 2019.

Vancouver:

Rheeders HA. Konflikhantering in die klaskamer. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/10210/11683.

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

Council of Science Editors:

Rheeders HA. Konflikhantering in die klaskamer. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11683

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


Michigan State University

27. Decker, Edward Henry, 1939-. An assessment of the attitudes of community college students toward faculty with comparisons by age and race.

Degree: PhD, Department of Administration and Higher Education, College of Education, 1974, Michigan State University

Subjects/Keywords: Teacher-student relationships

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APA (6th Edition):

Decker, Edward Henry, 1. (1974). An assessment of the attitudes of community college students toward faculty with comparisons by age and race. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25217

Chicago Manual of Style (16th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Doctoral Dissertation, Michigan State University. Accessed April 20, 2019. http://etd.lib.msu.edu/islandora/object/etd:25217.

MLA Handbook (7th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Web. 20 Apr 2019.

Vancouver:

Decker, Edward Henry 1. An assessment of the attitudes of community college students toward faculty with comparisons by age and race. [Internet] [Doctoral dissertation]. Michigan State University; 1974. [cited 2019 Apr 20]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25217.

Council of Science Editors:

Decker, Edward Henry 1. An assessment of the attitudes of community college students toward faculty with comparisons by age and race. [Doctoral Dissertation]. Michigan State University; 1974. Available from: http://etd.lib.msu.edu/islandora/object/etd:25217


University of Waikato

28. 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 April 20, 2019. 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. 20 Apr 2019.

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 2019 Apr 20]. 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


Claremont Graduate University

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

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 April 20, 2019. 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. 20 Apr 2019.

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 2019 Apr 20]. 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 Delaware

30. Mantz, Lindsey Susanne. School-based social-emotional development: the role of relationships and teaching .

Degree: 2017, University of Delaware

 This study investigated the association of grade level, teacher–student relationship quality, student–student relationship quality, and the teaching of social– emotional skills with students’ social–emotional competence.… (more)

Subjects/Keywords: Education; Social-emotional competence; Social-emotional learning; Student-student relationships; Teacher-student relationships

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

APA (6th Edition):

Mantz, L. S. (2017). School-based social-emotional development: the role of relationships and teaching . (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21828

Chicago Manual of Style (16th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching .” 2017. Doctoral Dissertation, University of Delaware. Accessed April 20, 2019. http://udspace.udel.edu/handle/19716/21828.

MLA Handbook (7th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching .” 2017. Web. 20 Apr 2019.

Vancouver:

Mantz LS. School-based social-emotional development: the role of relationships and teaching . [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2019 Apr 20]. Available from: http://udspace.udel.edu/handle/19716/21828.

Council of Science Editors:

Mantz LS. School-based social-emotional development: the role of relationships and teaching . [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21828

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