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You searched for subject:(student teacher). Showing records 1 – 30 of 2212 total matches.

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University of Minnesota

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

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

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

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

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APA · 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 May 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 May 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 May 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 Hong Kong

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

Degree: MEd, 2014, University of Hong Kong

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

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Teacher-student relationships

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

吳晗瀟; Wu, Hanxiao. “Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.” 2014. Masters Thesis, University of Hong Kong. Accessed May 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 May 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 May 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 Manitoba

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

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

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

Subjects/Keywords: Teacher-student; Fit

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Giannuzzi, Tania. “Exploring teacher-student fit in Manitoba classrooms.” 2015. Masters Thesis, University of Manitoba. Accessed May 20, 2019. http://hdl.handle.net/1993/30738.

MLA Handbook (7th Edition):

Giannuzzi, Tania. “Exploring teacher-student fit in Manitoba classrooms.” 2015. Web. 20 May 2019.

Vancouver:

Giannuzzi T. Exploring teacher-student fit in Manitoba classrooms. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/1993/30738.

Council of Science Editors:

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


University of Canterbury

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

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 May 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 May 2019.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 May 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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Madill, Rebecca Anne. “Students’ Perceptions of Social Relatedness in the Classroom: The Roles of Student-Teacher Interaction Quality, Children’s Aggressive Behaviors, and Peer Rejection.” 2011. Masters Thesis, Penn State University. Accessed May 20, 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. 20 May 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 May 20]. 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


Virginia Tech

6. Irwin, Bartholomew. Teacher Attitudes Toward Teacher Evaluation.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

Teacher evaluations have always been a part of school leaders' jobs (Horng, Klasik, and Loeb, 2010). Teacher evaluation is used as a factor in determining… (more)

Subjects/Keywords: teacher evaluation; teacher transfer; student growth measure

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APA (6th Edition):

Irwin, B. (2017). Teacher Attitudes Toward Teacher Evaluation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85527

Chicago Manual of Style (16th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Doctoral Dissertation, Virginia Tech. Accessed May 20, 2019. http://hdl.handle.net/10919/85527.

MLA Handbook (7th Edition):

Irwin, Bartholomew. “Teacher Attitudes Toward Teacher Evaluation.” 2017. Web. 20 May 2019.

Vancouver:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10919/85527.

Council of Science Editors:

Irwin B. Teacher Attitudes Toward Teacher Evaluation. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85527


University of Houston

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Thesis, University of Houston. Accessed May 20, 2019. http://hdl.handle.net/10657/1677.

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

MLA Handbook (7th Edition):

Gomez, Christina. “AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS.” 2014. Web. 20 May 2019.

Vancouver:

Gomez C. AN EXAMINATION OF TEACHERS’ PERCEPTIONS OF THE DIFFICULTY IN TEACHING THE TEXAS ESSESSENTIAL KNOWLEDGES AND SKILLS AND THE STATE OF TEXAS ASSESSMENTS OF ACADEMIC READINESS TEST RESULTS: IMPLICATIONS FOR INSTRUCTIONAL LEADERSHIP AND TEACHER PREPARATION PROGRAMS. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10657/1677.

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

Council of Science Editors:

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

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


University of Edinburgh

8. 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 May 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 May 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 May 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


Texas A&M University

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

Degree: 2013, Texas A&M University

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

Subjects/Keywords: teacher trust; student achievement

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hood, Shannon. “A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools.” 2013. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/149564.

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

MLA Handbook (7th Edition):

Hood, Shannon. “A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools.” 2013. Web. 20 May 2019.

Vancouver:

Hood S. A Study of Teacher Trust in Clients and Student Achievement in Texas Suburban Schools. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/149564.

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

Council of Science Editors:

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

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


University of KwaZulu-Natal

10. [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 May 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 May 2019.

Vancouver:

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


University of Saskatchewan

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

Degree: 2010, University of Saskatchewan

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Dolezsar-Glarvin, Tracy. “Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.” 2010. Thesis, University of Saskatchewan. Accessed May 20, 2019. http://hdl.handle.net/10388/etd-04122010-221012.

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

MLA Handbook (7th Edition):

Dolezsar-Glarvin, Tracy. “Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.” 2010. Web. 20 May 2019.

Vancouver:

Dolezsar-Glarvin T. Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10388/etd-04122010-221012.

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

Council of Science Editors:

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

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

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

Degree: 2017, California State University – San Marcos

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

Subjects/Keywords: PBIS; Student Behavior; Teacher Resistance

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Blake, Anthony. “PBIS: Understanding Resistance to Implementation on a Middle School Campus .” 2017. Thesis, California State University – San Marcos. Accessed May 20, 2019. http://hdl.handle.net/10211.3/194754.

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

MLA Handbook (7th Edition):

Blake, Anthony. “PBIS: Understanding Resistance to Implementation on a Middle School Campus .” 2017. Web. 20 May 2019.

Vancouver:

Blake A. PBIS: Understanding Resistance to Implementation on a Middle School Campus . [Internet] [Thesis]. California State University – San Marcos; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.3/194754.

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

Council of Science Editors:

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

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


Oregon State University

13. 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 May 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 May 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 May 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

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

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 May 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 May 2019.

Vancouver:

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

15. Pinney, Brian Robert John. Characterizing the changes in student discussion after teacher questions with changing grade level.

Degree: MS, Education, 2010, University of Iowa

  This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence… (more)

Subjects/Keywords: Student Discussion; Teacher Questioning; Education

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

APA (6th Edition):

Pinney, B. R. J. (2010). Characterizing the changes in student discussion after teacher questions with changing grade level. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/573

Chicago Manual of Style (16th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Masters Thesis, University of Iowa. Accessed May 20, 2019. https://ir.uiowa.edu/etd/573.

MLA Handbook (7th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Web. 20 May 2019.

Vancouver:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Internet] [Masters thesis]. University of Iowa; 2010. [cited 2019 May 20]. Available from: https://ir.uiowa.edu/etd/573.

Council of Science Editors:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Masters Thesis]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/573

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

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

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

Subjects/Keywords: Student Teacher Reflection; Educational Leadership

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Doctoral Dissertation, St. Cloud State University. Accessed May 20, 2019. https://repository.stcloudstate.edu/edad_etds/2.

MLA Handbook (7th Edition):

Williams, Eric M. “An Examination of Student Teacher Reflection.” 2014. Web. 20 May 2019.

Vancouver:

Williams EM. An Examination of Student Teacher Reflection. [Internet] [Doctoral dissertation]. St. Cloud State University; 2014. [cited 2019 May 20]. Available from: https://repository.stcloudstate.edu/edad_etds/2.

Council of Science Editors:

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


University of Johannesburg

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

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 May 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 May 2019.

Vancouver:

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

18. 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 May 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 May 2019.

Vancouver:

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


Brock University

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

Degree: Applied Health Sciences Program, 2014, Brock University

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

Subjects/Keywords: physical education teacher student rapport

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Temertzoglou, Ted. “Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education .” 2014. Thesis, Brock University. Accessed May 20, 2019. http://hdl.handle.net/10464/5226.

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

MLA Handbook (7th Edition):

Temertzoglou, Ted. “Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education .” 2014. Web. 20 May 2019.

Vancouver:

Temertzoglou T. Teacher-Student Rapport: Investigating its Impact on the Dropout Rate in Physical and Health Education . [Internet] [Thesis]. Brock University; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10464/5226.

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

Council of Science Editors:

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

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


Ohio University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Doctoral Dissertation, Ohio University. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

MLA Handbook (7th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Web. 20 May 2019.

Vancouver:

Mazer JP. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

Council of Science Editors:

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


University of North Texas

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

Degree: 2015, University of North Texas

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Thesis, University of North Texas. Accessed May 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

MLA Handbook (7th Edition):

Stearns, Catherine L. “Student Teachers’ Changing Confidence in Teaching.” 2015. Web. 20 May 2019.

Vancouver:

Stearns CL. Student Teachers’ Changing Confidence in Teaching. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 May 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801883/.

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

Council of Science Editors:

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

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


University of Waikato

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

Degree: 2009, University of Waikato

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

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

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

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 May 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 May 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 May 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

23. 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 May 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 May 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 May 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 Missouri – Columbia

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

Degree: 2011, University of Missouri – Columbia

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

McCollum, Dixie. “A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs.” 2011. Thesis, University of Missouri – Columbia. Accessed May 20, 2019. http://hdl.handle.net/10355/14437.

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

MLA Handbook (7th Edition):

McCollum, Dixie. “A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs.” 2011. Web. 20 May 2019.

Vancouver:

McCollum D. A mixed methods study identifying reoccurring themes in policies and processes in grow your own teacher recruitment and retention programs. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10355/14437.

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

Council of Science Editors:

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

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


University of Houston

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

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Thesis, University of Houston. Accessed May 20, 2019. http://hdl.handle.net/10657/583.

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

MLA Handbook (7th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Web. 20 May 2019.

Vancouver:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10657/583.

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

Council of Science Editors:

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

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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Thesis, Linköping UniversityLinköping University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

MLA Handbook (7th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Web. 20 May 2019.

Vancouver:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

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

Council of Science Editors:

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

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


University of Toronto

27. Mosun, Matina Elizabeth. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.

Degree: 2018, University of Toronto

This qualitative study examines teacher learning during project based learning (PBL) in three elementary schools. This multiple case study involved an analysis of 10 participating… (more)

Subjects/Keywords: project based learning; student-centred learning; teacher beliefs; teacher collaboration; teacher leadership; teacher learning; 0515

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

APA (6th Edition):

Mosun, M. E. (2018). Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89840

Chicago Manual of Style (16th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Doctoral Dissertation, University of Toronto. Accessed May 20, 2019. http://hdl.handle.net/1807/89840.

MLA Handbook (7th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Web. 20 May 2019.

Vancouver:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 May 20]. Available from: http://hdl.handle.net/1807/89840.

Council of Science Editors:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89840


University of Florida

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Murphy, Amy S. “Student Teaching in the Age of Accountability.” 2015. Doctoral Dissertation, University of Florida. Accessed May 20, 2019. http://ufdc.ufl.edu/UFE0047741.

MLA Handbook (7th Edition):

Murphy, Amy S. “Student Teaching in the Age of Accountability.” 2015. Web. 20 May 2019.

Vancouver:

Murphy AS. Student Teaching in the Age of Accountability. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 May 20]. Available from: http://ufdc.ufl.edu/UFE0047741.

Council of Science Editors:

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


University of Limerick

29. Prastyo, Yanuar. Effects of cooperative learning on student teachers’ communicative competence in Indonesia.

Degree: 2017, University of Limerick

peer-reviewed

Cooperative learning is one of the instructional methodologies which have gained international attention in the globalization era. The approach has been found to be… (more)

Subjects/Keywords: co-operative learning; Indonesia; student; teacher

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

APA (6th Edition):

Prastyo, Y. (2017). Effects of cooperative learning on student teachers’ communicative competence in Indonesia. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6533

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):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Thesis, University of Limerick. Accessed May 20, 2019. http://hdl.handle.net/10344/6533.

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

MLA Handbook (7th Edition):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Web. 20 May 2019.

Vancouver:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Internet] [Thesis]. University of Limerick; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/10344/6533.

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

Council of Science Editors:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6533

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


University of Utah

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

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 May 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 May 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 May 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

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