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You searched for subject:(teacher student relationship). Showing records 1 – 30 of 158 total matches.

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University of Saskatchewan

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

Degree: 2010, University of Saskatchewan

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Dolezsar-Glarvin, Tracy. “Postive teacher-student relationships and their effects on students : five middle-years teachers' understandings.” 2010. Thesis, University of Saskatchewan. Accessed September 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 Sep 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 Sep 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


University of Canterbury

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

Degree: 2015, University of Canterbury

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed September 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 Sep 2019.

Vancouver:

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

3. 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 September 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 Sep 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 Sep 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

4. Foote, Alice. Importance of teacher-student relationships in response to disaster trauma.

Degree: 2015, University of Canterbury

 This literature review uses research informed by disasters including the Christchurch Earthquakes, Hurricane Katrina, Red River floods, War in Israel and natural disasters in Indonesia… (more)

Subjects/Keywords: teacher-student relationship; disaster; trauma; responses

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APA (6th Edition):

Foote, A. (2015). Importance of teacher-student relationships in response to disaster trauma. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11450

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):

Foote, Alice. “Importance of teacher-student relationships in response to disaster trauma.” 2015. Thesis, University of Canterbury. Accessed September 20, 2019. http://hdl.handle.net/10092/11450.

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

MLA Handbook (7th Edition):

Foote, Alice. “Importance of teacher-student relationships in response to disaster trauma.” 2015. Web. 20 Sep 2019.

Vancouver:

Foote A. Importance of teacher-student relationships in response to disaster trauma. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10092/11450.

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

Council of Science Editors:

Foote A. Importance of teacher-student relationships in response to disaster trauma. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11450

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


University of Louisville

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Nichols, Andrew J. “An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.” 2011. Doctoral Dissertation, University of Louisville. Accessed September 20, 2019. 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059.

MLA Handbook (7th Edition):

Nichols, Andrew J. “An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings.” 2011. Web. 20 Sep 2019.

Vancouver:

Nichols AJ. An analysis of teacher efficacy, resident efficacy, and teacher-student relationships with behaviorally challenged youth in residential treatment settings. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Sep 20]. Available from: 10.18297/etd/1059 ; https://ir.library.louisville.edu/etd/1059.

Council of Science Editors:

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

6. Ngo, Albert. Motivating young adolescents : Perceptions of students matter .

Degree: 2013, California State University – San Marcos

 Valuable information can be obtained through authentic and effective voice work with students. This information can lead to the understanding of how to motivate at… (more)

Subjects/Keywords: motivation; young adolescent; student-teacher relationship

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APA (6th Edition):

Ngo, A. (2013). Motivating young adolescents : Perceptions of students matter . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/493

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):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Thesis, California State University – San Marcos. Accessed September 20, 2019. http://hdl.handle.net/10211.8/493.

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

MLA Handbook (7th Edition):

Ngo, Albert. “Motivating young adolescents : Perceptions of students matter .” 2013. Web. 20 Sep 2019.

Vancouver:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10211.8/493.

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

Council of Science Editors:

Ngo A. Motivating young adolescents : Perceptions of students matter . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/493

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


University of Newcastle

7. Alshahrani, Abdulaziz. The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The key objective of this study was to examine the possible effects of power distance (PD) as a… (more)

Subjects/Keywords: power distance; student-teacher relationship; SLA; sociolinguistics

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APA (6th Edition):

Alshahrani, A. (2016). The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1317085

Chicago Manual of Style (16th Edition):

Alshahrani, Abdulaziz. “The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia.” 2016. Doctoral Dissertation, University of Newcastle. Accessed September 20, 2019. http://hdl.handle.net/1959.13/1317085.

MLA Handbook (7th Edition):

Alshahrani, Abdulaziz. “The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia.” 2016. Web. 20 Sep 2019.

Vancouver:

Alshahrani A. The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1959.13/1317085.

Council of Science Editors:

Alshahrani A. The influence of high power distance in student-teacher relationships and its effects on reading proficiency: a case study of Saudi students in EFL classrooms at Albaha University in Saudi Arabia. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1317085


University of Manitoba

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Masters Thesis, University of Manitoba. Accessed September 20, 2019. http://hdl.handle.net/1993/30756.

MLA Handbook (7th Edition):

Scott, Troy. “The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school.” 2015. Web. 20 Sep 2019.

Vancouver:

Scott T. The importance of the teacher-student relationship in contributing to adolescent EAL newcomer success in secondary school. [Internet] [Masters thesis]. University of Manitoba; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1993/30756.

Council of Science Editors:

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


University of Alberta

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Karuku, Simon Muriithi. “Being There for the Other: Towards a Phenomenology of Help in Mathematics.” 2013. Doctoral Dissertation, University of Alberta. Accessed September 20, 2019. https://era.library.ualberta.ca/files/t722h9342.

MLA Handbook (7th Edition):

Karuku, Simon Muriithi. “Being There for the Other: Towards a Phenomenology of Help in Mathematics.” 2013. Web. 20 Sep 2019.

Vancouver:

Karuku SM. Being There for the Other: Towards a Phenomenology of Help in Mathematics. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Sep 20]. Available from: https://era.library.ualberta.ca/files/t722h9342.

Council of Science Editors:

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

10. 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 September 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 Sep 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 Sep 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 Southern California

11. Chang, Linda Hui. Teacher management style: its impact on teacher-student relationships and leadership development.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Classroom management is an integral component to effectively promote knowledge and skills necessary to succeed in this globally competitive market. The manner in which teachers… (more)

Subjects/Keywords: classroom management; autonomy-supportive; highly controlling; student leadership; teacher-student relationship

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APA (6th Edition):

Chang, L. H. (2012). Teacher management style: its impact on teacher-student relationships and leadership development. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339

Chicago Manual of Style (16th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339.

MLA Handbook (7th Edition):

Chang, Linda Hui. “Teacher management style: its impact on teacher-student relationships and leadership development.” 2012. Web. 20 Sep 2019.

Vancouver:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339.

Council of Science Editors:

Chang LH. Teacher management style: its impact on teacher-student relationships and leadership development. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/64903/rec/6339


Queens University

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

Degree: Education, 2010, Queens University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Thesis, Queens University. Accessed September 20, 2019. http://hdl.handle.net/1974/5991.

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

MLA Handbook (7th Edition):

Bhangu, Amrit. “How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom .” 2010. Web. 20 Sep 2019.

Vancouver:

Bhangu A. How Effective Teachers Differentiate Instruction and Interact With Students Who Engage in Off-task Behaviours in the Classroom . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1974/5991.

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

Council of Science Editors:

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

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

13. Rei, Mª Céu Barata Fernandes. Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa.

Degree: 2012, Universidade de Évora

 A presente investigação pretende ser um contributo para o estudo da inclusão de crianças com hiperactividade (PHDA), através da compreensão dos relacionamentos que se estabelecem… (more)

Subjects/Keywords: Inclusão; PHDA; Relacionamento professor-aluno; Relacionamento entre pares; Inclusion; PHDA; Teacher-Student relationship; Peer relationship

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APA (6th Edition):

Rei, M. C. B. F. (2012). Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14946

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):

Rei, Mª Céu Barata Fernandes. “Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa.” 2012. Thesis, Universidade de Évora. Accessed September 20, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14946.

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

MLA Handbook (7th Edition):

Rei, Mª Céu Barata Fernandes. “Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa.” 2012. Web. 20 Sep 2019.

Vancouver:

Rei MCBF. Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa. [Internet] [Thesis]. Universidade de Évora; 2012. [cited 2019 Sep 20]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14946.

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

Council of Science Editors:

Rei MCBF. Relacionamentos com crianças com hiperatividade: um estudo em contexto de sala de aula inclusa. [Thesis]. Universidade de Évora; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14946

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


Brigham Young University

14. Spring, Kristian Joy. Academic Communities of Engagement and Their Influence on Student Engagement.

Degree: PhD, 2018, Brigham Young University

 Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we… (more)

Subjects/Keywords: learner engagement; higher education; interpersonal relationship; teacher student relationship; interaction; community; Education

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APA (6th Edition):

Spring, K. J. (2018). Academic Communities of Engagement and Their Influence on Student Engagement. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd

Chicago Manual of Style (16th Edition):

Spring, Kristian Joy. “Academic Communities of Engagement and Their Influence on Student Engagement.” 2018. Doctoral Dissertation, Brigham Young University. Accessed September 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd.

MLA Handbook (7th Edition):

Spring, Kristian Joy. “Academic Communities of Engagement and Their Influence on Student Engagement.” 2018. Web. 20 Sep 2019.

Vancouver:

Spring KJ. Academic Communities of Engagement and Their Influence on Student Engagement. [Internet] [Doctoral dissertation]. Brigham Young University; 2018. [cited 2019 Sep 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd.

Council of Science Editors:

Spring KJ. Academic Communities of Engagement and Their Influence on Student Engagement. [Doctoral Dissertation]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd


Temple University

15. Bussone, Krista Ann D'Albenzio. Making Friends: Teacher Influence on Students' Peer Relationships.

Degree: PhD, 2011, Temple University

School Psychology

A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information… (more)

Subjects/Keywords: Psychology; Educational Psychology; classroom friendships; classroom relationships; student friendships; student relationships; student teacher relationship; teacher influence

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

APA (6th Edition):

Bussone, K. A. D. (2011). Making Friends: Teacher Influence on Students' Peer Relationships. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,122942

Chicago Manual of Style (16th Edition):

Bussone, Krista Ann D'Albenzio. “Making Friends: Teacher Influence on Students' Peer Relationships.” 2011. Doctoral Dissertation, Temple University. Accessed September 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,122942.

MLA Handbook (7th Edition):

Bussone, Krista Ann D'Albenzio. “Making Friends: Teacher Influence on Students' Peer Relationships.” 2011. Web. 20 Sep 2019.

Vancouver:

Bussone KAD. Making Friends: Teacher Influence on Students' Peer Relationships. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Sep 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,122942.

Council of Science Editors:

Bussone KAD. Making Friends: Teacher Influence on Students' Peer Relationships. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,122942

16. Lima, Cristiana Levinthal de Oliveira. Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora.

Degree: 2014, ISPA

Devido às mudanças estruturais ocorridas na instituição familiar, os educadores tornaram-se agentes educativos importantes na vida da criança que frequenta o jardim de infância. Esta… (more)

Subjects/Keywords: Vinculação; Relação educador-aluno; Pré-escolar; Attachment; Teacher-student relationship; Preschool

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

APA (6th Edition):

Lima, C. L. d. O. (2014). Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3065

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):

Lima, Cristiana Levinthal de Oliveira. “Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora.” 2014. Thesis, ISPA. Accessed September 20, 2019. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3065.

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

MLA Handbook (7th Edition):

Lima, Cristiana Levinthal de Oliveira. “Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora.” 2014. Web. 20 Sep 2019.

Vancouver:

Lima CLdO. Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora. [Internet] [Thesis]. ISPA; 2014. [cited 2019 Sep 20]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3065.

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

Council of Science Editors:

Lima CLdO. Vinculação na sala de aula : Concordância entre os padrões de vinculação da criança com os pais e com a educadora. [Thesis]. ISPA; 2014. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/3065

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


Texas A&M University

17. Wehrly, Sarah Elizabeth. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.

Degree: 2015, Texas A&M University

 Internalizing problems are prevalent among school-aged children and have a significant negative impact on social and academic outcomes. Despite well-established evidence for the influence of… (more)

Subjects/Keywords: internalizing symptoms; internalizing behavior; teacher-student relationship quality; trajectory

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

APA (6th Edition):

Wehrly, S. E. (2015). The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155411

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):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.” 2015. Thesis, Texas A&M University. Accessed September 20, 2019. http://hdl.handle.net/1969.1/155411.

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

MLA Handbook (7th Edition):

Wehrly, Sarah Elizabeth. “The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors.” 2015. Web. 20 Sep 2019.

Vancouver:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1969.1/155411.

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

Council of Science Editors:

Wehrly SE. The Effect of Changes in Teacher-student Relationship Quality on Students? Trajectories for Internalizing Behaviors. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155411

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


University of Zambia

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

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 September 20, 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. 20 Sep 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 Sep 20]. 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

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

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 September 20, 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. 20 Sep 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 Sep 20]. 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


University of California – San Diego

20. Gaines, Benjamin Lee. Cultural Gap? Connections and Bridges between Students and Teachers.

Degree: EducLeadership (JtEdDoc CSUSM), 2015, University of California – San Diego

 There is a significant cultural gap between white educators and ethnic and linguistic minority students in our nation’s school system. The face of our nation’s… (more)

Subjects/Keywords: Education; Educational leadership; Cultural resources management; Culture; Relationship; Student; Teacher

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

APA (6th Edition):

Gaines, B. L. (2015). Cultural Gap? Connections and Bridges between Students and Teachers. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/5qx2b5kb

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):

Gaines, Benjamin Lee. “Cultural Gap? Connections and Bridges between Students and Teachers.” 2015. Thesis, University of California – San Diego. Accessed September 20, 2019. http://www.escholarship.org/uc/item/5qx2b5kb.

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

MLA Handbook (7th Edition):

Gaines, Benjamin Lee. “Cultural Gap? Connections and Bridges between Students and Teachers.” 2015. Web. 20 Sep 2019.

Vancouver:

Gaines BL. Cultural Gap? Connections and Bridges between Students and Teachers. [Internet] [Thesis]. University of California – San Diego; 2015. [cited 2019 Sep 20]. Available from: http://www.escholarship.org/uc/item/5qx2b5kb.

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

Council of Science Editors:

Gaines BL. Cultural Gap? Connections and Bridges between Students and Teachers. [Thesis]. University of California – San Diego; 2015. Available from: http://www.escholarship.org/uc/item/5qx2b5kb

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


University of Southern California

21. Colman Losada, Grace. Educational factors in relationship to overall and lifelong wellbeing.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The dropout rate has long been a concern of educators, and also is a harbinger for increased challenges later in life, such as correlation to… (more)

Subjects/Keywords: higher education; teacher student relationship; at risk; wellbeing

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

APA (6th Edition):

Colman Losada, G. (2015). Educational factors in relationship to overall and lifelong wellbeing. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622221/rec/2164

Chicago Manual of Style (16th Edition):

Colman Losada, Grace. “Educational factors in relationship to overall and lifelong wellbeing.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622221/rec/2164.

MLA Handbook (7th Edition):

Colman Losada, Grace. “Educational factors in relationship to overall and lifelong wellbeing.” 2015. Web. 20 Sep 2019.

Vancouver:

Colman Losada G. Educational factors in relationship to overall and lifelong wellbeing. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622221/rec/2164.

Council of Science Editors:

Colman Losada G. Educational factors in relationship to overall and lifelong wellbeing. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622221/rec/2164


University of Victoria

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jacklin, Nathan. “What happens when "we" forget about authority?: Legitimating student-held authority.” 2018. Masters Thesis, University of Victoria. Accessed September 20, 2019. https://dspace.library.uvic.ca//handle/1828/9989.

MLA Handbook (7th Edition):

Jacklin, Nathan. “What happens when "we" forget about authority?: Legitimating student-held authority.” 2018. Web. 20 Sep 2019.

Vancouver:

Jacklin N. What happens when "we" forget about authority?: Legitimating student-held authority. [Internet] [Masters thesis]. University of Victoria; 2018. [cited 2019 Sep 20]. Available from: https://dspace.library.uvic.ca//handle/1828/9989.

Council of Science Editors:

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

23. Johnson, Rodriguez. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.

Degree: Doctor of Education (EdD), Educational Leadership, 2014, Clark University Atlanta

  It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship,… (more)

Subjects/Keywords: Educational Leadership; instructional strategies; professional staff development; teacher-student relationship; parental support; student academic motivation

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

APA (6th Edition):

Johnson, R. (2014). The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/2

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, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Thesis, Clark University Atlanta. Accessed September 20, 2019. http://digitalcommons.auctr.edu/cauetds/2.

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

MLA Handbook (7th Edition):

Johnson, Rodriguez. “The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School.” 2014. Web. 20 Sep 2019.

Vancouver:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Internet] [Thesis]. Clark University Atlanta; 2014. [cited 2019 Sep 20]. Available from: http://digitalcommons.auctr.edu/cauetds/2.

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

Council of Science Editors:

Johnson R. The Effects of Leadership Practices and Select Variables on Student Achievement for Grades 1-5 in a Metro Atlanta School. [Thesis]. Clark University Atlanta; 2014. Available from: http://digitalcommons.auctr.edu/cauetds/2

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


University of Iowa

24. Albertson, Rebekah Ann. Art and identity: the high school artist.

Degree: MA, Art, 2011, University of Iowa

  The purpose of this study is to investigate the artistic identity of high school females and the relationships they have with their art teachers.… (more)

Subjects/Keywords: art education; artist; high school student; identity; student-teacher relationship; Art Practice

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

APA (6th Edition):

Albertson, R. A. (2011). Art and identity: the high school artist. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2667

Chicago Manual of Style (16th Edition):

Albertson, Rebekah Ann. “Art and identity: the high school artist.” 2011. Masters Thesis, University of Iowa. Accessed September 20, 2019. https://ir.uiowa.edu/etd/2667.

MLA Handbook (7th Edition):

Albertson, Rebekah Ann. “Art and identity: the high school artist.” 2011. Web. 20 Sep 2019.

Vancouver:

Albertson RA. Art and identity: the high school artist. [Internet] [Masters thesis]. University of Iowa; 2011. [cited 2019 Sep 20]. Available from: https://ir.uiowa.edu/etd/2667.

Council of Science Editors:

Albertson RA. Art and identity: the high school artist. [Masters Thesis]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/2667

25. Brandt, Sonja Marie. Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction.

Degree: PhD, Teaching & Learning, 2015, University of North Dakota

  The purpose of this qualitative study was to describe elementary teachers’ nonverbal immediacy behaviors during math instruction. The instructional and non-instructional nonverbal behaviors of… (more)

Subjects/Keywords: immediacy behaviors; math; nonverbal behaviors; self perceptions; student engagement; teacher - student relationship

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

APA (6th Edition):

Brandt, S. M. (2015). Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1746

Chicago Manual of Style (16th Edition):

Brandt, Sonja Marie. “Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction.” 2015. Doctoral Dissertation, University of North Dakota. Accessed September 20, 2019. https://commons.und.edu/theses/1746.

MLA Handbook (7th Edition):

Brandt, Sonja Marie. “Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction.” 2015. Web. 20 Sep 2019.

Vancouver:

Brandt SM. Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction. [Internet] [Doctoral dissertation]. University of North Dakota; 2015. [cited 2019 Sep 20]. Available from: https://commons.und.edu/theses/1746.

Council of Science Editors:

Brandt SM. Elementary Teachers' Nonverbal Immediacy Behaviors During Math Instruction. [Doctoral Dissertation]. University of North Dakota; 2015. Available from: https://commons.und.edu/theses/1746


Miami University

26. Ervin, Angela M. Perceptions of School Culture and Their Influence on the Teacher-Student Relationship.

Degree: EdD, Educational Leadership, 2019, Miami University

 PERCEPTIONS OF SCHOOL CULTURE AND THEIR INFLUENCE ON THE TEACHER-STUDENT RELATIONSHIPbyAngela M. ErvinTeachers face many challenges in their work. These challenges include a growing number… (more)

Subjects/Keywords: Educational Leadership; School Administration; School Culture, Teacher-Student Relationship, Classroom Culture, Teacher Perceptions

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

APA (6th Edition):

Ervin, A. M. (2019). Perceptions of School Culture and Their Influence on the Teacher-Student Relationship. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami155560645890179

Chicago Manual of Style (16th Edition):

Ervin, Angela M. “Perceptions of School Culture and Their Influence on the Teacher-Student Relationship.” 2019. Doctoral Dissertation, Miami University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami155560645890179.

MLA Handbook (7th Edition):

Ervin, Angela M. “Perceptions of School Culture and Their Influence on the Teacher-Student Relationship.” 2019. Web. 20 Sep 2019.

Vancouver:

Ervin AM. Perceptions of School Culture and Their Influence on the Teacher-Student Relationship. [Internet] [Doctoral dissertation]. Miami University; 2019. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami155560645890179.

Council of Science Editors:

Ervin AM. Perceptions of School Culture and Their Influence on the Teacher-Student Relationship. [Doctoral Dissertation]. Miami University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami155560645890179


Claremont Graduate University

27. Zakrzewski, Victoria S. Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India.

Degree: PhD, School of Educational Studies, 2012, Claremont Graduate University

  Research indicates that many factors may impede teachers' ability to develop caring relationships with students such as the school environment (Schaps, 2009), lack of… (more)

Subjects/Keywords: care; teacher-student relationship; Education; Organizational Behavior and Theory; Teacher Education and Professional Development

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APA (6th Edition):

Zakrzewski, V. S. (2012). Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/41

Chicago Manual of Style (16th Edition):

Zakrzewski, Victoria S. “Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India.” 2012. Doctoral Dissertation, Claremont Graduate University. Accessed September 20, 2019. https://scholarship.claremont.edu/cgu_etd/41.

MLA Handbook (7th Edition):

Zakrzewski, Victoria S. “Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India.” 2012. Web. 20 Sep 2019.

Vancouver:

Zakrzewski VS. Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2012. [cited 2019 Sep 20]. Available from: https://scholarship.claremont.edu/cgu_etd/41.

Council of Science Editors:

Zakrzewski VS. Developing Teachers' Capacities to Create Caring Relationships with Students: A Case Study of a Gandhi-Inspired Private School in India. [Doctoral Dissertation]. Claremont Graduate University; 2012. Available from: https://scholarship.claremont.edu/cgu_etd/41


Colorado State University

28. Adams, Sebastian Phillip. Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards.

Degree: Master of Music (M.M.), Music, Theatre and Dance, 2018, Colorado State University

 Critical topics of teaching music continue to undergo philosophical evolution as unique concepts and perspectives are introduced by a variety of experts both in and… (more)

Subjects/Keywords: educational psychology; secondary instrumental music; teacher-student relationship; rapport; education; teacher disposition

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APA (6th Edition):

Adams, S. P. (2018). Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/191265

Chicago Manual of Style (16th Edition):

Adams, Sebastian Phillip. “Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards.” 2018. Masters Thesis, Colorado State University. Accessed September 20, 2019. http://hdl.handle.net/10217/191265.

MLA Handbook (7th Edition):

Adams, Sebastian Phillip. “Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards.” 2018. Web. 20 Sep 2019.

Vancouver:

Adams SP. Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards. [Internet] [Masters thesis]. Colorado State University; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10217/191265.

Council of Science Editors:

Adams SP. Teacher-student rapport in the secondary instrumental music ensemble : educational psychology and teacher disposition standards. [Masters Thesis]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191265


University of Canterbury

29. Harris, Christine Ellen. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.

Degree: School of Educational Studies and Human Development, 2009, University of Canterbury

 Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and… (more)

Subjects/Keywords: Maori student engagement; achievement; intermediate school; teacher voice; student voice; focus group interviews; student preferences; teacher student relationship; pedagogy; teaching practices and strategies

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

APA (6th Edition):

Harris, C. E. (2009). An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3479

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

Chicago Manual of Style (16th Edition):

Harris, Christine Ellen. “An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.” 2009. Thesis, University of Canterbury. Accessed September 20, 2019. http://hdl.handle.net/10092/3479.

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

MLA Handbook (7th Edition):

Harris, Christine Ellen. “An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.” 2009. Web. 20 Sep 2019.

Vancouver:

Harris CE. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10092/3479.

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

Council of Science Editors:

Harris CE. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3479

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


University of Helsinki

30. Langenskiöld, Johanna. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2018, University of Helsinki

Objectives. According to a study commissioned by UNISEF Finland (2012) Finnish students find their teachers distant. The results of the OECD Teaching and Learning International… (more)

Subjects/Keywords: student-teacher relationship; feedback; primary education; pedagoginen suhde; palaute; oppilaantuntemus; alakoulu; Education; Kasvatustiede; Pedagogik; student-teacher relationship; feedback; primary education; pedagoginen suhde; palaute; oppilaantuntemus; alakoulu

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Langenskiöld, J. (2018). Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/235718

Chicago Manual of Style (16th Edition):

Langenskiöld, Johanna. “Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.” 2018. Masters Thesis, University of Helsinki. Accessed September 20, 2019. http://hdl.handle.net/10138/235718.

MLA Handbook (7th Edition):

Langenskiöld, Johanna. “Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.” 2018. Web. 20 Sep 2019.

Vancouver:

Langenskiöld J. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. [Internet] [Masters thesis]. University of Helsinki; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10138/235718.

Council of Science Editors:

Langenskiöld J. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. [Masters Thesis]. University of Helsinki; 2018. Available from: http://hdl.handle.net/10138/235718

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