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You searched for subject:(student teacher interaction). Showing records 1 – 30 of 172 total matches.

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Penn State University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.” 2011. Masters Thesis, Penn State University. Accessed June 16, 2019. https://etda.libraries.psu.edu/catalog/12362.

MLA Handbook (7th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.” 2011. Web. 16 Jun 2019.

Vancouver:

Madill RA. Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection. [Internet] [Masters thesis]. Penn State University; 2011. [cited 2019 Jun 16]. Available from: https://etda.libraries.psu.edu/catalog/12362.

Council of Science Editors:

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


Florida Atlantic University

2. Van Allan, James. Improving college professors' communication skills inside the classroom: an exploratory study.

Degree: MA, 2011, Florida Atlantic University

Summary: This thesis examines how college professors can improve their communication skills inside the classroom by testing pedagogical issues identified in previous scholarship against current… (more)

Subjects/Keywords: Oral communication; Interaction analysis in education; Teacher-student relationships.-; Teacher effectiveness

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APA (6th Edition):

Van Allan, J. (2011). Improving college professors' communication skills inside the classroom: an exploratory study. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3174312

Chicago Manual of Style (16th Edition):

Van Allan, James. “Improving college professors' communication skills inside the classroom: an exploratory study.” 2011. Masters Thesis, Florida Atlantic University. Accessed June 16, 2019. http://purl.flvc.org/FAU/3174312.

MLA Handbook (7th Edition):

Van Allan, James. “Improving college professors' communication skills inside the classroom: an exploratory study.” 2011. Web. 16 Jun 2019.

Vancouver:

Van Allan J. Improving college professors' communication skills inside the classroom: an exploratory study. [Internet] [Masters thesis]. Florida Atlantic University; 2011. [cited 2019 Jun 16]. Available from: http://purl.flvc.org/FAU/3174312.

Council of Science Editors:

Van Allan J. Improving college professors' communication skills inside the classroom: an exploratory study. [Masters Thesis]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3174312


Univerzitet u Beogradu

3. Tošić-Radev, Milica N., 1984-. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.

Degree: Filozofski fakultet, 2017, Univerzitet u Beogradu

Psihologija - Razvojno-pedagoška psihologija / Psychology - Developmental and educational psychology

Interesovanje istraživača za ulogu emocija u nastavi je novijeg datuma. U klasifikaciji nastavničkih uloga… (more)

Subjects/Keywords: affective role of teacher; active learning; teacher/student interaction

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APA (6th Edition):

Tošić-Radev, Milica N., 1. (2017). Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get

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):

Tošić-Radev, Milica N., 1984-. “Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.” 2017. Thesis, Univerzitet u Beogradu. Accessed June 16, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get.

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

MLA Handbook (7th Edition):

Tošić-Radev, Milica N., 1984-. “Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta.” 2017. Web. 16 Jun 2019.

Vancouver:

Tošić-Radev, Milica N. 1. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. [Internet] [Thesis]. Univerzitet u Beogradu; 2017. [cited 2019 Jun 16]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get.

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

Council of Science Editors:

Tošić-Radev, Milica N. 1. Afektivna uloga nastavnika: konceptualizacija i empirijska provera konstrukta. [Thesis]. Univerzitet u Beogradu; 2017. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:15213/bdef:Content/get

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

4. Dias, Ana Paula. Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação.

Degree: Mestrado, Filologia e Língua Portuguesa, 2008, University of São Paulo

A presente pesquisa tem como objetivo caracterizar os principais elementos que promovem a interação entre professor e alunos em sala de aula, por meio da… (more)

Subjects/Keywords: Aluno; Face; Face; Interação; Interaction; Poder; Power; Professor; Student; Teacher

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APA (6th Edition):

Dias, A. P. (2008). Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29012009-124357/ ;

Chicago Manual of Style (16th Edition):

Dias, Ana Paula. “Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação.” 2008. Masters Thesis, University of São Paulo. Accessed June 16, 2019. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29012009-124357/ ;.

MLA Handbook (7th Edition):

Dias, Ana Paula. “Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação.” 2008. Web. 16 Jun 2019.

Vancouver:

Dias AP. Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Jun 16]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29012009-124357/ ;.

Council of Science Editors:

Dias AP. Relação professor-aluno(s) em sala de aula: estudo sobre alguns aspectos que promovem a interação. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29012009-124357/ ;


Nelson Mandela Metropolitan University

5. Rensburg, Cheryl Dawn. A self-reflection of my interactions, communication and relationship structures in the classroom.

Degree: MEd, Faculty of Education, 2011, Nelson Mandela Metropolitan University

 Good communication and maintaining effective relationships within a school community are essential for achieving high academic standards. The aim of effective communication between teachers and… (more)

Subjects/Keywords: Interaction analysis in education; Teacher-student relationships; Classroom environment

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APA (6th Edition):

Rensburg, C. D. (2011). A self-reflection of my interactions, communication and relationship structures in the classroom. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1012587

Chicago Manual of Style (16th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Masters Thesis, Nelson Mandela Metropolitan University. Accessed June 16, 2019. http://hdl.handle.net/10948/d1012587.

MLA Handbook (7th Edition):

Rensburg, Cheryl Dawn. “A self-reflection of my interactions, communication and relationship structures in the classroom.” 2011. Web. 16 Jun 2019.

Vancouver:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10948/d1012587.

Council of Science Editors:

Rensburg CD. A self-reflection of my interactions, communication and relationship structures in the classroom. [Masters Thesis]. Nelson Mandela Metropolitan University; 2011. Available from: http://hdl.handle.net/10948/d1012587


University of Zambia

6. Kayungwa, Lalah Josiahs. Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka .

Degree: 2011, University of Zambia

 Despite numerous research studies carried out elsewhere, it is still not known what qualities an effective teacher should have. When asked what qualities constitute an… (more)

Subjects/Keywords: Teachers  – Zambia; Teacher-student relationship; Interaction analysis in education

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APA (6th Edition):

Kayungwa, L. J. (2011). Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/388

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):

Kayungwa, Lalah Josiahs. “Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka .” 2011. Thesis, University of Zambia. Accessed June 16, 2019. http://hdl.handle.net/123456789/388.

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

MLA Handbook (7th Edition):

Kayungwa, Lalah Josiahs. “Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka .” 2011. Web. 16 Jun 2019.

Vancouver:

Kayungwa LJ. Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/123456789/388.

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

Council of Science Editors:

Kayungwa LJ. Qualities of an effective Teacher as perceived by Grade 12 pupils and teachers in selected Secondary Schools in Lusaka . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/388

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


Miami University

7. Foote, Justin Gus. To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook.

Degree: MA, Communication Studies, 2011, Miami University

 The purpose of this study was to begin research based on students’ perceptions of student-teacher interaction on the social networking site Facebook. Specifically, whether interaction(more)

Subjects/Keywords: Communication; Facebook; student; teacher; interaction; relationship; topoi; social; task

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APA (6th Edition):

Foote, J. G. (2011). To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1314110586

Chicago Manual of Style (16th Edition):

Foote, Justin Gus. “To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook.” 2011. Masters Thesis, Miami University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1314110586.

MLA Handbook (7th Edition):

Foote, Justin Gus. “To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook.” 2011. Web. 16 Jun 2019.

Vancouver:

Foote JG. To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook. [Internet] [Masters thesis]. Miami University; 2011. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1314110586.

Council of Science Editors:

Foote JG. To Friend or not to Friend: Students' Perceptions of Student-Teacher Interaction on Facebook. [Masters Thesis]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1314110586


Drexel University

8. Johnson, Homer H., Jr. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.

Degree: 2016, Drexel University

This study explored the phenomenon of educational leaders cultivating trust-based relationships in both urban and suburban 9th through 12th grade public schools. Student success has… (more)

Subjects/Keywords: Education; Interaction analysis in education; Educational leadership; Teacher-student relationships

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APA (6th Edition):

Johnson, Homer H., J. (2016). Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:6718

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):

Johnson, Homer H., Jr. “Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.” 2016. Thesis, Drexel University. Accessed June 16, 2019. http://hdl.handle.net/1860/idea:6718.

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

MLA Handbook (7th Edition):

Johnson, Homer H., Jr. “Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust.” 2016. Web. 16 Jun 2019.

Vancouver:

Johnson, Homer H. J. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. [Internet] [Thesis]. Drexel University; 2016. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/1860/idea:6718.

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

Council of Science Editors:

Johnson, Homer H. J. Trust in Schools: a Phenomenological Study of Educational Leaders' Experience in Trust. [Thesis]. Drexel University; 2016. Available from: http://hdl.handle.net/1860/idea:6718

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

9. Hammo, Vivianne. Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser.

Degree: Lärarutbildningen, 2010, Södertörn University College

  Conflicts are a natural part of people's daily lives and we all know that they cannot be avoided. Equally common are conflicts in school… (more)

Subjects/Keywords: Teacher; student; conflict prevention; conflict handling; communication; interaction

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APA (6th Edition):

Hammo, V. (2010). Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser. (Thesis). Södertörn University College. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6804

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):

Hammo, Vivianne. “Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser.” 2010. Thesis, Södertörn University College. Accessed June 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6804.

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

MLA Handbook (7th Edition):

Hammo, Vivianne. “Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser.” 2010. Web. 16 Jun 2019.

Vancouver:

Hammo V. Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser. [Internet] [Thesis]. Södertörn University College; 2010. [cited 2019 Jun 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6804.

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

Council of Science Editors:

Hammo V. Klassrumskonflikter som uppstår i mötet mellan lärare och elever i klassrummet : Tio lärares uppfattningar kring konflikter och förebyggande insatser. [Thesis]. Södertörn University College; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6804

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


Brigham Young University

10. Prestwich, Paula Jeffery. Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom.

Degree: MA, 2015, Brigham Young University

 The Finnish school system has figured prominently in the PISA international assessments for over 10 years. Many reasons are given for Finnish success yet few… (more)

Subjects/Keywords: Finland; mathematics instruction; interaction; student; teacher; MQI; Science and Mathematics Education

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APA (6th Edition):

Prestwich, P. J. (2015). Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6784&context=etd

Chicago Manual of Style (16th Edition):

Prestwich, Paula Jeffery. “Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom.” 2015. Masters Thesis, Brigham Young University. Accessed June 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6784&context=etd.

MLA Handbook (7th Edition):

Prestwich, Paula Jeffery. “Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom.” 2015. Web. 16 Jun 2019.

Vancouver:

Prestwich PJ. Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2019 Jun 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6784&context=etd.

Council of Science Editors:

Prestwich PJ. Mathematical Interactions between Teachers and Students in the Finnish Mathematics Classroom. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6784&context=etd


Queensland University of Technology

11. Beutel, Denise Ann. Teachers' understandings of pedagogic connectedness.

Degree: 2006, Queensland University of Technology

 This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this… (more)

Subjects/Keywords: pedagogic connectedness; teacher-student relatioinship; pedagogy; teacher-student interaction

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APA (6th Edition):

Beutel, D. A. (2006). Teachers' understandings of pedagogic connectedness. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/17082/

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):

Beutel, Denise Ann. “Teachers' understandings of pedagogic connectedness.” 2006. Thesis, Queensland University of Technology. Accessed June 16, 2019. https://eprints.qut.edu.au/17082/.

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

MLA Handbook (7th Edition):

Beutel, Denise Ann. “Teachers' understandings of pedagogic connectedness.” 2006. Web. 16 Jun 2019.

Vancouver:

Beutel DA. Teachers' understandings of pedagogic connectedness. [Internet] [Thesis]. Queensland University of Technology; 2006. [cited 2019 Jun 16]. Available from: https://eprints.qut.edu.au/17082/.

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

Council of Science Editors:

Beutel DA. Teachers' understandings of pedagogic connectedness. [Thesis]. Queensland University of Technology; 2006. Available from: https://eprints.qut.edu.au/17082/

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

12. Attie, João Paulo. Relações de poder no processo de ensino e aprendizagem de matemática.

Degree: PhD, Educação, 2013, University of São Paulo

A sala de aula de matemática é um contexto no qual são tecidas as relações de poder entre professor e aluno, ainda que esse possa… (more)

Subjects/Keywords: Educação matemática; Interação professor-aluno; Mathematics education; Power relations; Relações de poder; Teacher-student interaction

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APA (6th Edition):

Attie, J. P. (2013). Relações de poder no processo de ensino e aprendizagem de matemática. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142704/ ;

Chicago Manual of Style (16th Edition):

Attie, João Paulo. “Relações de poder no processo de ensino e aprendizagem de matemática.” 2013. Doctoral Dissertation, University of São Paulo. Accessed June 16, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142704/ ;.

MLA Handbook (7th Edition):

Attie, João Paulo. “Relações de poder no processo de ensino e aprendizagem de matemática.” 2013. Web. 16 Jun 2019.

Vancouver:

Attie JP. Relações de poder no processo de ensino e aprendizagem de matemática. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2019 Jun 16]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142704/ ;.

Council of Science Editors:

Attie JP. Relações de poder no processo de ensino e aprendizagem de matemática. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20062013-142704/ ;

13. Ramos, Rosana Ribeiro. Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno.

Degree: PhD, Filologia e Língua Portuguesa, 2014, University of São Paulo

Este trabalho tem como objetivo averiguar a existência (ou não) de um espaço favorável à prática da argumentação, na interação professoraluno. Sendo a interação mediada… (more)

Subjects/Keywords: Argumentação; Argumentation; Conflict; Conflito; Cortesia; Courtesy; Interação professor aluno; Polidez; Politeness; Teacher-student interaction.

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APA (6th Edition):

Ramos, R. R. (2014). Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28112014-182247/ ;

Chicago Manual of Style (16th Edition):

Ramos, Rosana Ribeiro. “Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno.” 2014. Doctoral Dissertation, University of São Paulo. Accessed June 16, 2019. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28112014-182247/ ;.

MLA Handbook (7th Edition):

Ramos, Rosana Ribeiro. “Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno.” 2014. Web. 16 Jun 2019.

Vancouver:

Ramos RR. Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno. [Internet] [Doctoral dissertation]. University of São Paulo; 2014. [cited 2019 Jun 16]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28112014-182247/ ;.

Council of Science Editors:

Ramos RR. Conflito e cortesia: oportunidades para a prática do discurso argumentativo, na interação professor-aluno. [Doctoral Dissertation]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-28112014-182247/ ;


Universidade de Brasília

14. Viviane Fernandes Faria Pinto. Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento.

Degree: 2010, Universidade de Brasília

 À luz de uma perspectiva cultural do desenvolvimento humano, compreende-se que o desenvolvimento e aprendizagem são fenômenos complexos, inter-relacionados e co-construídos, não podendo ser compreendidos… (more)

Subjects/Keywords: relação professor-aluno; desenvolvimento; linguagem; PSICOLOGIA; social interaction; development; language; interações sociais; teacher-student relationship

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

APA (6th Edition):

Pinto, V. F. F. (2010). Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6886

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):

Pinto, Viviane Fernandes Faria. “Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento.” 2010. Thesis, Universidade de Brasília. Accessed June 16, 2019. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6886.

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

MLA Handbook (7th Edition):

Pinto, Viviane Fernandes Faria. “Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento.” 2010. Web. 16 Jun 2019.

Vancouver:

Pinto VFF. Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2019 Jun 16]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6886.

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

Council of Science Editors:

Pinto VFF. Interações professor-aluno na sala de recursos : a co-construção da aprendizagem e suas contribuições para o desenvolvimento. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6886

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


NSYSU

15. Lin, Chun-Sia. Effects of teachers' and students' efforts on the quality of students.

Degree: Master, Economics, 2015, NSYSU

 Teachers and students are two important subjects in educational activities, and the quality of students is determined by the efforts of teachers and students. In… (more)

Subjects/Keywords: a low birth rate; Educational accountability; teacher-student interaction; the quality of students

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APA (6th Edition):

Lin, C. (2015). Effects of teachers' and students' efforts on the quality of students. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0021115-175010

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

Chicago Manual of Style (16th Edition):

Lin, Chun-Sia. “Effects of teachers' and students' efforts on the quality of students.” 2015. Thesis, NSYSU. Accessed June 16, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0021115-175010.

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

MLA Handbook (7th Edition):

Lin, Chun-Sia. “Effects of teachers' and students' efforts on the quality of students.” 2015. Web. 16 Jun 2019.

Vancouver:

Lin C. Effects of teachers' and students' efforts on the quality of students. [Internet] [Thesis]. NSYSU; 2015. [cited 2019 Jun 16]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0021115-175010.

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

Council of Science Editors:

Lin C. Effects of teachers' and students' efforts on the quality of students. [Thesis]. NSYSU; 2015. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0021115-175010

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


Brigham Young University

16. Turley, Chad A. Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses.

Degree: MS, 2018, Brigham Young University

 This case study explores what differences exist between two online course models by investigating the results of a student end-of-course evaluation survey and teacher communication… (more)

Subjects/Keywords: online learning; K-12; interaction; student satisfaction; teacher time investment; Educational Psychology

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APA (6th Edition):

Turley, C. A. (2018). Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8044&context=etd

Chicago Manual of Style (16th Edition):

Turley, Chad A. “Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses.” 2018. Masters Thesis, Brigham Young University. Accessed June 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8044&context=etd.

MLA Handbook (7th Edition):

Turley, Chad A. “Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses.” 2018. Web. 16 Jun 2019.

Vancouver:

Turley CA. Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses. [Internet] [Masters thesis]. Brigham Young University; 2018. [cited 2019 Jun 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8044&context=etd.

Council of Science Editors:

Turley CA. Interaction, Student Satisfaction, and Teacher Time Investment in Online High School Courses. [Masters Thesis]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8044&context=etd


University of Johannesburg

17. Van der Merwe, Martinus Petrus. Uitnodigende kommunikasie in die onderwys.

Degree: 2014, University of Johannesburg

D.Ed. (Educational Psychology)

Communication is an important and essential part of human life. In this study the necessity and impact of Invitational Communication in classrooms… (more)

Subjects/Keywords: Communication in education; Verbal behavior; Interaction analysis in education; Teacher-student relationships

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APA (6th Edition):

Van der Merwe, M. P. (2014). Uitnodigende kommunikasie in die onderwys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10227

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):

Van der Merwe, Martinus Petrus. “Uitnodigende kommunikasie in die onderwys.” 2014. Thesis, University of Johannesburg. Accessed June 16, 2019. http://hdl.handle.net/10210/10227.

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

MLA Handbook (7th Edition):

Van der Merwe, Martinus Petrus. “Uitnodigende kommunikasie in die onderwys.” 2014. Web. 16 Jun 2019.

Vancouver:

Van der Merwe MP. Uitnodigende kommunikasie in die onderwys. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10210/10227.

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

Council of Science Editors:

Van der Merwe MP. Uitnodigende kommunikasie in die onderwys. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10227

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


Brigham Young University

18. Hawkins, Abigail. We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School.

Degree: PhD, 2011, Brigham Young University

  Using mixed methods, this study examined the nature of teacher-student interaction in an asynchronous, statewide, self-paced virtual high school. Eight teachers were interviewed to… (more)

Subjects/Keywords: virtual schooling; K-12 online learning; online teaching; teacher-student interaction; disconnection; Educational Psychology

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

APA (6th Edition):

Hawkins, A. (2011). We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3617&context=etd

Chicago Manual of Style (16th Edition):

Hawkins, Abigail. “We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School.” 2011. Doctoral Dissertation, Brigham Young University. Accessed June 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3617&context=etd.

MLA Handbook (7th Edition):

Hawkins, Abigail. “We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School.” 2011. Web. 16 Jun 2019.

Vancouver:

Hawkins A. We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School. [Internet] [Doctoral dissertation]. Brigham Young University; 2011. [cited 2019 Jun 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3617&context=etd.

Council of Science Editors:

Hawkins A. We're Definitely on Our Own: Interaction and Disconnection in a Virtual High School. [Doctoral Dissertation]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3617&context=etd


University of Alberta

19. Greene, Carole. Conversation Analysis: a study of institutional interaction and gender in a Russian classroom.

Degree: PhD, Department of Modern Languages and Cultural Studies, 2009, University of Alberta

 This dissertation analysed the interactions between instructors and students in a language classroom in Russia. Using video-recorded data, instructor interviews, and student assessments from English… (more)

Subjects/Keywords: repair; Conversation Analysis; adjacency pairs; turn-taking; academic discourse; Russian language; student-teacher interaction; gender; institutional interaction

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

APA (6th Edition):

Greene, C. (2009). Conversation Analysis: a study of institutional interaction and gender in a Russian classroom. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/z603qz68v

Chicago Manual of Style (16th Edition):

Greene, Carole. “Conversation Analysis: a study of institutional interaction and gender in a Russian classroom.” 2009. Doctoral Dissertation, University of Alberta. Accessed June 16, 2019. https://era.library.ualberta.ca/files/z603qz68v.

MLA Handbook (7th Edition):

Greene, Carole. “Conversation Analysis: a study of institutional interaction and gender in a Russian classroom.” 2009. Web. 16 Jun 2019.

Vancouver:

Greene C. Conversation Analysis: a study of institutional interaction and gender in a Russian classroom. [Internet] [Doctoral dissertation]. University of Alberta; 2009. [cited 2019 Jun 16]. Available from: https://era.library.ualberta.ca/files/z603qz68v.

Council of Science Editors:

Greene C. Conversation Analysis: a study of institutional interaction and gender in a Russian classroom. [Doctoral Dissertation]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/z603qz68v

20. Barrière-Boizumault, Magali. Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers.

Degree: Docteur es, Staps, 2013, Université Claude Bernard – Lyon I

Ce travail a pour objet de questionner l’utilisation des communications non verbales dans l'enseignement de l'Education Physique et Sportive. Les communications non verbales (CNV) diffusent… (more)

Subjects/Keywords: Communications non verbales; Interaction; Relation enseignant-élève; Croyances; EPS; Non-verbal communication; Interaction; Teacher-student relationship; Beliefs; PE; 796.071

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APA (6th Edition):

Barrière-Boizumault, M. (2013). Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers. (Doctoral Dissertation). Université Claude Bernard – Lyon I. Retrieved from http://www.theses.fr/2013LYO10217

Chicago Manual of Style (16th Edition):

Barrière-Boizumault, Magali. “Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers.” 2013. Doctoral Dissertation, Université Claude Bernard – Lyon I. Accessed June 16, 2019. http://www.theses.fr/2013LYO10217.

MLA Handbook (7th Edition):

Barrière-Boizumault, Magali. “Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers.” 2013. Web. 16 Jun 2019.

Vancouver:

Barrière-Boizumault M. Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers. [Internet] [Doctoral dissertation]. Université Claude Bernard – Lyon I; 2013. [cited 2019 Jun 16]. Available from: http://www.theses.fr/2013LYO10217.

Council of Science Editors:

Barrière-Boizumault M. Les communications non verbales des enseignants d’Education Physique et Sportive : Formes et fonctions des CNV, croyances et réalisation effective des enseignants, ressenti des effets par les élèves : Nonverbal communications of physical education teachers. [Doctoral Dissertation]. Université Claude Bernard – Lyon I; 2013. Available from: http://www.theses.fr/2013LYO10217


Tampere University

21. Ulmanen, Sanna. Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin .

Degree: 2017, Tampere University

 Tässä väitöskirjatutkimuksessa tarkasteltiin oppilaan koulutyöhön kiinnittymistä ja erityisesti emotionaalisen koulutyöhön kiinnittymisen rakentumista koulun sosiaali-sessa ympäristössä. Kolmessa osatutkimuksessa tarkasteltiin alakoulun loppuvai-heessa olevien oppilaiden (n=79) ja yläkoulun… (more)

Subjects/Keywords: koulutyöhön kiinnittyminen; emotionaalinen kiinnittyminen; kiinnittymisen strategiat; opettaja-oppilas vuorovaikutus; vertaisvuorovaikutus; academic engagement; emotional engagement; engagement strategies; teacher-student interaction; peer interaction

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APA (6th Edition):

Ulmanen, S. (2017). Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin . (Doctoral Dissertation). Tampere University. Retrieved from http://tampub.uta.fi/handle/10024/101792

Chicago Manual of Style (16th Edition):

Ulmanen, Sanna. “Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin .” 2017. Doctoral Dissertation, Tampere University. Accessed June 16, 2019. http://tampub.uta.fi/handle/10024/101792.

MLA Handbook (7th Edition):

Ulmanen, Sanna. “Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin .” 2017. Web. 16 Jun 2019.

Vancouver:

Ulmanen S. Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin . [Internet] [Doctoral dissertation]. Tampere University; 2017. [cited 2019 Jun 16]. Available from: http://tampub.uta.fi/handle/10024/101792.

Council of Science Editors:

Ulmanen S. Miten kiinnittyä kouluun? Oppilaiden näkökulma koulutyöhön kiinnittymisen haasteisiin . [Doctoral Dissertation]. Tampere University; 2017. Available from: http://tampub.uta.fi/handle/10024/101792


Florida Atlantic University

22. Stephens, Eudora A. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.

Degree: PhD, 2012, Florida Atlantic University

Summary: The qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective… (more)

Subjects/Keywords: Classroom environment; Effective teaching; Communication in education; Teacher-student relationships; Interaction analysis in education; Social interaction in children

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APA (6th Edition):

Stephens, E. A. (2012). Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3359155

Chicago Manual of Style (16th Edition):

Stephens, Eudora A. “Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed June 16, 2019. http://purl.flvc.org/FAU/3359155.

MLA Handbook (7th Edition):

Stephens, Eudora A. “Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms.” 2012. Web. 16 Jun 2019.

Vancouver:

Stephens EA. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2019 Jun 16]. Available from: http://purl.flvc.org/FAU/3359155.

Council of Science Editors:

Stephens EA. Leading the way: the relationships between effective teachers' interactions with their students and their students' interactions with each other in two multi-grade parochial classrooms. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3359155

23. Sturdevant, Clint P. The Effects of Solicited Attention on Permanent Product Academic Measures .

Degree: 1978, Drake U

 The Problem: Changing teacher behavior to deliver attention to students can be difficult and time consuming for both the therapist and teacher. A more efficient… (more)

Subjects/Keywords: Teacher-Student Relationships; Interaction Analysis in Education; Teacher Effectiveness

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APA (6th Edition):

Sturdevant, C. P. (1978). The Effects of Solicited Attention on Permanent Product Academic Measures . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/808

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):

Sturdevant, Clint P. “The Effects of Solicited Attention on Permanent Product Academic Measures .” 1978. Thesis, Drake U. Accessed June 16, 2019. http://hdl.handle.net/2092/808.

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

MLA Handbook (7th Edition):

Sturdevant, Clint P. “The Effects of Solicited Attention on Permanent Product Academic Measures .” 1978. Web. 16 Jun 2019.

Vancouver:

Sturdevant CP. The Effects of Solicited Attention on Permanent Product Academic Measures . [Internet] [Thesis]. Drake U; 1978. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/2092/808.

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

Council of Science Editors:

Sturdevant CP. The Effects of Solicited Attention on Permanent Product Academic Measures . [Thesis]. Drake U; 1978. Available from: http://hdl.handle.net/2092/808

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


University of Alabama

24. Smith, Kelli Fountain. A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student.

Degree: 2014, University of Alabama

Teacher-student relationships are an increasingly important component of middle school education. Evidence suggests that teachers who care for their students often exhibit communication behaviors that… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education; Secondary education; communication behaviors; middle school; Questionnaire on Teacher Interaction; teacher-student relationships

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APA (6th Edition):

Smith, K. F. (2014). A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/120420

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

Chicago Manual of Style (16th Edition):

Smith, Kelli Fountain. “A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student.” 2014. Thesis, University of Alabama. Accessed June 16, 2019. http://purl.lib.ua.edu/120420.

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

MLA Handbook (7th Edition):

Smith, Kelli Fountain. “A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student.” 2014. Web. 16 Jun 2019.

Vancouver:

Smith KF. A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student. [Internet] [Thesis]. University of Alabama; 2014. [cited 2019 Jun 16]. Available from: http://purl.lib.ua.edu/120420.

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

Council of Science Editors:

Smith KF. A beneficiary analysis of the communication process relative to the teacher-pupil paradigm of the preadolescent student. [Thesis]. University of Alabama; 2014. Available from: http://purl.lib.ua.edu/120420

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


University of Arizona

25. Leonard, Diana Kay. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .

Degree: 2010, University of Arizona

 SHAPING FUZZY GOALS THROUGH TEACHER-STUDENT INTERACTION: A DETAILED LOOK AT THE COMMUNICATION BETWEEN COMMUNITY COLLEGE FACULTY AND TRANSFER STUDENTS by Diana K. Leonard Faculty-student interactions… (more)

Subjects/Keywords: community college faculty; community college transfer students; social and academic integration; symbolic interactionism; teacher messages; teacher-student interaction

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APA (6th Edition):

Leonard, D. K. (2010). Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/193806

Chicago Manual of Style (16th Edition):

Leonard, Diana Kay. “Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .” 2010. Doctoral Dissertation, University of Arizona. Accessed June 16, 2019. http://hdl.handle.net/10150/193806.

MLA Handbook (7th Edition):

Leonard, Diana Kay. “Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students .” 2010. Web. 16 Jun 2019.

Vancouver:

Leonard DK. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Jun 16]. Available from: http://hdl.handle.net/10150/193806.

Council of Science Editors:

Leonard DK. Shaping Fuzzy Goals through Teacher-Student Interaction: A Detailed Look at Communication between Community College Faculty and Transfer Students . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193806

26. Salamati, Zahra. Designing Interaction Equivalency in Distance Education.

Degree: Business and IT, 2012, University of Borås

The fundamental advancement of information technology has given rise to distance education industry hence it has helped to the popularity of distance education among… (more)

Subjects/Keywords: situated learning theory; Interaction Equivalency; students’ perception; student-teacher interaction; student-student interaction; student-content interaction; social interdependency theory; positive interdependence; cost-effective design; e-learning; IS design theory; Engineering and Technology; Teknik och teknologier

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APA (6th Edition):

Salamati, Z. (2012). Designing Interaction Equivalency in Distance Education. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887

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):

Salamati, Zahra. “Designing Interaction Equivalency in Distance Education.” 2012. Thesis, University of Borås. Accessed June 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.

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

MLA Handbook (7th Edition):

Salamati, Zahra. “Designing Interaction Equivalency in Distance Education.” 2012. Web. 16 Jun 2019.

Vancouver:

Salamati Z. Designing Interaction Equivalency in Distance Education. [Internet] [Thesis]. University of Borås; 2012. [cited 2019 Jun 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887.

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

Council of Science Editors:

Salamati Z. Designing Interaction Equivalency in Distance Education. [Thesis]. University of Borås; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16887

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


University of Florida

27. Van Loan, Christopher. Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties.

Degree: PhD, Special Education - Special Education, School Psychology and Early Childhood Studies, 2010, University of Florida

 My purpose within this study was to determine whether a social problem-solving curriculum, based on a cognitive-behavioral approach, would improve teacher-student relationship quality as rated… (more)

Subjects/Keywords: Classrooms; Problem solving; Schools; Social capital; Social interaction; Social issues; Students; Teacher student interaction; Teacher student relationships; Teachers; behavioral, capital, cognitive, contained, disorders, education, emotional, human, interactions, interventions, networks, problem, relationships, self, social, solving, special, student, teacher, trust

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

APA (6th Edition):

Van Loan, C. (2010). Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041630

Chicago Manual of Style (16th Edition):

Van Loan, Christopher. “Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties.” 2010. Doctoral Dissertation, University of Florida. Accessed June 16, 2019. http://ufdc.ufl.edu/UFE0041630.

MLA Handbook (7th Edition):

Van Loan, Christopher. “Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties.” 2010. Web. 16 Jun 2019.

Vancouver:

Van Loan C. Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Jun 16]. Available from: http://ufdc.ufl.edu/UFE0041630.

Council of Science Editors:

Van Loan C. Effects of a Social Problem-Solving Intervention on Teacher-Student Relationships for Students Exhibiting Emotional and Behavioral Difficulties. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041630


The Ohio State University

28. French, Russell L. A study of communication events and teacher behavior : verbal and nonverbal.

Degree: PhD, Graduate School, 1969, The Ohio State University

Subjects/Keywords: Education; Teacher-student relationships; Interaction analysis in education

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APA (6th Edition):

French, R. L. (1969). A study of communication events and teacher behavior : verbal and nonverbal. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486648427871114

Chicago Manual of Style (16th Edition):

French, Russell L. “A study of communication events and teacher behavior : verbal and nonverbal.” 1969. Doctoral Dissertation, The Ohio State University. Accessed June 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486648427871114.

MLA Handbook (7th Edition):

French, Russell L. “A study of communication events and teacher behavior : verbal and nonverbal.” 1969. Web. 16 Jun 2019.

Vancouver:

French RL. A study of communication events and teacher behavior : verbal and nonverbal. [Internet] [Doctoral dissertation]. The Ohio State University; 1969. [cited 2019 Jun 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486648427871114.

Council of Science Editors:

French RL. A study of communication events and teacher behavior : verbal and nonverbal. [Doctoral Dissertation]. The Ohio State University; 1969. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486648427871114


Universidade Federal de Sergipe

29. Michely Santos Araújo. ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION.

Degree: 2012, Universidade Federal de Sergipe

Esta dissertação é um estudo realizado sobre a afetividade em sala de aula, no contexto do ensino médio em um colégio da rede federal de… (more)

Subjects/Keywords: Interação professor-aluno; afetividade; ensino; QTI; Wallon; MATEMATICA; Teacher-student interaction; affection; teaching; QTI; Wallon; Vygotsky; Vygotsky

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

APA (6th Edition):

Araújo, M. S. (2012). ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION. (Thesis). Universidade Federal de Sergipe. Retrieved from http://bdtd.ufs.br/tde_busca/arquivo.php?codArquivo=853

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):

Araújo, Michely Santos. “ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION.” 2012. Thesis, Universidade Federal de Sergipe. Accessed June 16, 2019. http://bdtd.ufs.br/tde_busca/arquivo.php?codArquivo=853.

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

MLA Handbook (7th Edition):

Araújo, Michely Santos. “ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION.” 2012. Web. 16 Jun 2019.

Vancouver:

Araújo MS. ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION. [Internet] [Thesis]. Universidade Federal de Sergipe; 2012. [cited 2019 Jun 16]. Available from: http://bdtd.ufs.br/tde_busca/arquivo.php?codArquivo=853.

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

Council of Science Editors:

Araújo MS. ANALYSIS OF TEACHER-STUDENT INTERACTIONS WITH EMPHASIS ON AFFECTIVITY IN PHYSICS CLASSES IN THE CONTEXT OF BASIC EDUCATION. [Thesis]. Universidade Federal de Sergipe; 2012. Available from: http://bdtd.ufs.br/tde_busca/arquivo.php?codArquivo=853

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

30. Castro, Rebeca Eugênia Fernandes de. Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva.

Degree: Mestrado, Psicologia Clínica, 2008, University of São Paulo

A expressão da tendência anti-social parece sinalizar um protesto contra uma privação vivida precocemente. Expressão que pode surgir quando a criança tem esperança de que… (more)

Subjects/Keywords: Agressiveness; Agressividade; Child care; Comportamento de cuidado da criança; Interação professor-aluno; School violence; Sofrimento; Suffering; Teacher student interaction; Violência escolar

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

APA (6th Edition):

Castro, R. E. F. d. (2008). Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47133/tde-15122008-123651/ ;

Chicago Manual of Style (16th Edition):

Castro, Rebeca Eugênia Fernandes de. “Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva.” 2008. Masters Thesis, University of São Paulo. Accessed June 16, 2019. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-15122008-123651/ ;.

MLA Handbook (7th Edition):

Castro, Rebeca Eugênia Fernandes de. “Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva.” 2008. Web. 16 Jun 2019.

Vancouver:

Castro REFd. Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2019 Jun 16]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47133/tde-15122008-123651/ ;.

Council of Science Editors:

Castro REFd. Eles cuidam de crianças. Quem cuida deles? O sofrimento psíquico do professor na relação com a criança considerada agressiva. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/47/47133/tde-15122008-123651/ ;

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