subject:(teacher student relationships)

Tulane University

1. McIntyre, Elizabeth. Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students.

Degree: 2020, Tulane University

URL: https://digitallibrary.tulane.edu/islandora/object/tulane:120512

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[email protected]

Positive school climate is associated with a broad range of student benefits across diverse student populations. However, Black1 students often report less positive perceptions… (more)

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[email protected]

Positive school climate is associated with a broad range of student benefits across diverse student populations. However, Black1 students often report less positive perceptions of school climate than their peers, which could lead to decreased school engagement. One important aspect of school climate, teacher-student relationships, may promote positive student outcomes such as engagement. Specifically, supportive and structured teacher behaviors are associated with greater student engagement, which in turn may predict ongoing supportive and structured teaching, but current literature examining these associations underrepresents Black students and their teachers. The current study was completed in elementary and middle school classrooms in four New Orleans public charter schools with majority Black student populations. It was hypothesized that across grade levels and levels of teacher experience in education, supportive and structured teaching at the beginning of the year would be positively associated with student engagement at mid-year, and that mid-year student engagement would positively mediate the association between supportive and structured teaching at the beginning of the year and at the end of the year. Results supported the hypothesized association between beginning-of-the-year supportive and structured teaching and mid-year student engagement. However, results did not support the hypothesized association between beginning-of-the-year supportive and structured teaching and end-of-year supportive and structured teaching, nor was there a mediation effect of mid-year student engagement. The current findings extend the literature promoting supportive and structured teaching as an effective tool for student engagement to include classrooms with predominantly Black students. Results and implications are discussed in the context of supportive and structured teaching, student engagement, and the broader construct of school climate. 1The author of the current study notes the diversity of racial and ethnic backgrounds represented by individuals identifying as Black. As this racial group includes individuals with origins from any of the black racial and ethnic groups of the world, including those from African countries and the Caribbean, the current document adopts the terminology of Kena and colleagues (2015) and uses the term Black as an inclusive term representing these diverse groups.

1

Elizabeth McIntyre

Advisors/Committee Members: Overstreet, Stacy (Thesis advisor), School of Science & Engineering Psychology (Degree granting institution).

Subjects/Keywords: teacher-student relationships

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APA (6^th Edition):

McIntyre, E. (2020). Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:120512

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

Chicago Manual of Style (16^th Edition):

McIntyre, Elizabeth. “Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students.” 2020. Thesis, Tulane University. Accessed March 04, 2021. https://digitallibrary.tulane.edu/islandora/object/tulane:120512.

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

MLA Handbook (7^th Edition):

McIntyre, Elizabeth. “Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students.” 2020. Web. 04 Mar 2021.

Vancouver:

McIntyre E. Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students. [Internet] [Thesis]. Tulane University; 2020. [cited 2021 Mar 04]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120512.

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

Council of Science Editors:

McIntyre E. Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black students. [Thesis]. Tulane University; 2020. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:120512

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

University of Minnesota

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

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

URL: http://hdl.handle.net/11299/165192

► 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 (6^th 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 (16^th 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 March 04, 2021. http://hdl.handle.net/11299/165192.

MLA Handbook (7^th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Web. 04 Mar 2021.

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 2021 Mar 04]. 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 Johannesburg

3. Zagnoev, Daphne Tessa. Aggressive behaviour of children as a function of classroom environment.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/10824

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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 (6^th 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 (16^th Edition):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Thesis, University of Johannesburg. Accessed March 04, 2021. 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 (7^th Edition):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Web. 04 Mar 2021.

Vancouver:

Zagnoev DT. Aggressive behaviour of children as a function of classroom environment. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Mar 04]. 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

4. Bahadoor, Feroza. An Islamic perspective on educator-learner relationships.

Degree: 2011, University of Johannesburg

URL: http://hdl.handle.net/10210/3561

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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)

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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 one, inherently teaches Muslim learners that life is divided into the material world and the religious or spiritual world. On the contrary, the Shari'ah (Islamic law) teaches that there is no separation between secular and religious education. A Muslim's entire life is guided by a unified system of laws. Islamic education, then, seeks to help a Muslim learner succeed in this world and in the next. A significant vehicle for Islamic education is the relationship between educator and learner. This is an aspect that this study intended to clarify. Therefore, the research question is: What is an Islamic perspective on educator-learner relationships? In the attempt to answer this question, the study employed a qualitative research design. A qualitative design was considered suitable because the nature of the study was exploratory and descriptive. In other words, the researcher sought to explore the experiences and opinions of Islamic educators and learners concerning their relationships with one another. As the primary instrument for data collection, the researcher conducted focusgroup interviews with learners from the Johannesburg Muslim School and individual interviews with those educators who W!3re mentioned during the focus-group interviews. The researcher returned to the research site, namely the Johannesburg Muslim School, in order to verify the data and results. This served as a triangulation strategy. The empirical investigation was followed by a literature review, which provided a review of the existing educational literature on. educator-learner relationships. The literature review served to identify and describe significant issues influencing the topic being examined, namely, educator-learner relationships. The literature review in this study was conducted after the empirical investigation in order to avoid possible bias and pre-judgement.

Subjects/Keywords: Islamic education; Teacher-student relationships

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APA (6^th 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 (16^th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Thesis, University of Johannesburg. Accessed March 04, 2021. 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 (7^th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Web. 04 Mar 2021.

Vancouver:

Bahadoor F. An Islamic perspective on educator-learner relationships. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 Mar 04]. 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

Oregon State University

5. 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

URL: http://hdl.handle.net/1957/8456

► 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)

▼ 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 their teaching practice in regards to their students’ achievement, through the use of focus group discussions. The target group for this study was White, female teachers with three or more years teaching experience in the selected school. The northwest, urban school chosen for this study is 100% Title I with a minority student population of 91.7%. African American students make up 67.8% of the students while 26 white females represent 72% of the teaching staff. Findings suggest that the eight teachers in this study have built a bond of solidarity around their Whiteness and their positions as White teachers in a predominantly Black school. Their likenesses, shared experiences, stories, students, and the school have become the glue that binds them together and is what allows them to reinforce and support each other on a daily basis. As participants shared their stories, perspectives, and feelings, manifestations of their individual and collective racial identity status emerged. Teachers liberally used disclaimers, avoidance techniques, colorblindness, and stereotypes, and spontaneously shared their outsider feelings, as outcomes of their thinking around race throughout the focus group discussions. Findings revealed teachers’ attitudes towards students included both caring and deficit thinking. Deficit thinking was found to influence their view of the Black/White achievement gap and the roots of its cause, as well as their classroom management, instruction, and interactions with parents. A critical race theory perspective was incorporated to create an understanding of participants as a collective entity made up of individuals who are a product of American society and the educational system. I focused on mitigating factors that serve to reinforce teachers’ participation in racist discourses. Culturally responsive teaching theory was used to examine, not only how participants view their students and teaching as individuals, but also to consider how the pedagogic theory could supply a framework for further development of teachers’ cultural understanding and practice. Advisors/Committee Members: Moule, Jean (advisor), Winnograd, Ken (committee member).

Subjects/Keywords: Achievement gap; Teacher-student relationships

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APA (6^th 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 (16^th 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 March 04, 2021. http://hdl.handle.net/1957/8456.

MLA Handbook (7^th 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. 04 Mar 2021.

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 2021 Mar 04]. 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

6. Bublitz, Emily Marie. Traits and Behaviors: Connecting in the Classroom.

Degree: 2016, North Dakota State University

URL: http://hdl.handle.net/10365/28255

► 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 (6^th Edition):

Bublitz, E. M. (2016). Traits and Behaviors: Connecting in the Classroom. (Thesis). North Dakota State University. Retrieved from http://hdl.handle.net/10365/28255

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

Chicago Manual of Style (16^th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Thesis, North Dakota State University. Accessed March 04, 2021. http://hdl.handle.net/10365/28255.

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

MLA Handbook (7^th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Web. 04 Mar 2021.

Vancouver:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Internet] [Thesis]. North Dakota State University; 2016. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10365/28255.

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

Council of Science Editors:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Thesis]. North Dakota State University; 2016. Available from: http://hdl.handle.net/10365/28255

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

University of Oklahoma

7. De Los Angeles, Ingrid Maria. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.

Degree: PhD, 2013, University of Oklahoma

URL: http://hdl.handle.net/11244/319032

► Teacher leadership has gained some recognition in the context of school improvement and usually pertains to more or less administrative activities. Little inquiry concentrates on… (more)

Subjects/Keywords: Teacher-student relationships; Educational leadership

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

APA (6^th Edition):

De Los Angeles, I. M. (2013). Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319032

Chicago Manual of Style (16^th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed March 04, 2021. http://hdl.handle.net/11244/319032.

MLA Handbook (7^th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Web. 04 Mar 2021.

Vancouver:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Internet] [Doctoral dissertation]. University of Oklahoma; 2013. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/11244/319032.

Council of Science Editors:

De Los Angeles IM. Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students. [Doctoral Dissertation]. University of Oklahoma; 2013. Available from: http://hdl.handle.net/11244/319032

University of Canterbury

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

Degree: 2015, University of Canterbury

URL: http://dx.doi.org/10.26021/819

► 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 (6^th Edition):

Sutton, G. (2015). Extracurricular engagement and the effects on teacher-student educational relationship. (Thesis). University of Canterbury. Retrieved from http://dx.doi.org/10.26021/819

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

Chicago Manual of Style (16^th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed March 04, 2021. http://dx.doi.org/10.26021/819.

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

MLA Handbook (7^th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Web. 04 Mar 2021.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2021 Mar 04]. Available from: http://dx.doi.org/10.26021/819.

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://dx.doi.org/10.26021/819

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

University of Zambia

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

Degree: 2014, University of Zambia

URL: http://hdl.handle.net/123456789/3211

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

▼ The purpose of this study was to compare parental involvement to guardian involvement in non-orphaned and orphaned children’s education respectively. This involvement was looked at from two perspectives: involvement levels of parents/guardians through their own self-evaluation measured against what their own children perceived about them. Whether or not there was a significant difference in involvement between parents and guardians, was the hypothesis that was tested. A sample size of 313 respondents was used: Self-administered questionnaires were distributed to 180 learners (orphaned and non-orphaned) and 120 parents/guardians. Some parents/guardians, 8 teachers and 5 Head teachers were subjected to structured interviews. Mongu district was used as a study site. Simple random and purposive sampling types were used to select samples. Data was analysed using Statistical Package for Social Sciences (SPSS) and Friedman’s Repeated Measures Test was used to run inferential statistics. The findings of the study revealed that although generally both parents and guardians were lowly involved, parents who kept their own biological children were more involved than the guardians who took care of the orphaned children.The study also found out that female parents/guardians were more involved at household level than their male counterparts. For instance, females were more involved with checking books/homework/school report, more involved with motivating their children through giving them praise, encouragement and monitoring learning progress in order to help solve school related problems. The learners on the other hand reported their male parents/guardians to have been more involved in outdoor involvement activities such as attendance at Parent Teacher Association Meetings (PTAMs) and Annual General Meetings (AGMs). The study concluded that despite these variations in involvement between parents and guardians, these variations were statistically insignificant at probability alpha level 0.05. The main reason for this insignificance was that to do with homogeneity among parents/guardians within rural communities on economic and educational fronts. There was no much difference in involvement between parents and guardians living in communities where poverty and illiteracy levels were almost even within the population. Therefore, the study recommends that policies, programmes and interventions that are aimed at giving impetus to households, schools and communities to improve learning opportunities of children, be strengthened.

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Thesis, University of Zambia. Accessed March 04, 2021. http://hdl.handle.net/123456789/3211.

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

MLA Handbook (7^th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Web. 04 Mar 2021.

Vancouver:

Lishomwa MK. A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/123456789/3211.

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

Council of Science Editors:

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

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

University of Utah

10. 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

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366

► 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 (6^th 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 (16^th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Masters Thesis, University of Utah. Accessed March 04, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.

MLA Handbook (7^th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Web. 04 Mar 2021.

Vancouver:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2021 Mar 04]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.

Council of Science Editors:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Masters Thesis]. University of Utah; 2008. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366

University of Alberta

11. Filax, Gloria Elizabeth Alice. Creative pedagogies: troubling the troubled waters of education.

Degree: Master of Education in Sociology of Education, Department of Educational Foundations, 1995, University of Alberta

URL: https://era.library.ualberta.ca/files/05741t517

Subjects/Keywords: Teacher-student relationships.

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APA (6^th Edition):

Filax, G. E. A. (1995). Creative pedagogies: troubling the troubled waters of education. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/05741t517

Chicago Manual of Style (16^th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Masters Thesis, University of Alberta. Accessed March 04, 2021. https://era.library.ualberta.ca/files/05741t517.

MLA Handbook (7^th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Web. 04 Mar 2021.

Vancouver:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2021 Mar 04]. Available from: https://era.library.ualberta.ca/files/05741t517.

Council of Science Editors:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Masters Thesis]. University of Alberta; 1995. Available from: https://era.library.ualberta.ca/files/05741t517

Stellenbosch University

12. De Beer, Jo-Mari. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.

Degree: MEd, 2019, Stellenbosch University

URL: http://hdl.handle.net/10019.1/107072

► ENGLISH SUMMARY : Research has shown that a positive teacher-child relationship in early childhood have an influence on future academic performance (Madil, Gest, & Rodkin,… (more)

▼ ENGLISH SUMMARY : Research has shown that a positive teacher-child relationship in early childhood have an influence on future academic performance (Madil, Gest, & Rodkin, 2014), success (Pianta & Struhlman, 2004) as well as behavioural development in later life (Runions, et al., 2014). Teachers are responsible for the holistic development of the children in their classroom, including not only cognitive development but also social and emotional development. Bronfenbrenner model for human development explains that children live in a holistic system and development does not take place in isolation (Swart & Pettipher, 2016). Different systems have an influence on the child and development. For development to take place there needs to be person-environment interactions. These interactions are described as proximal processes (Bronfenbrenner & Morris, 2006). The teacher-child relationship is seen as a proximal process. A positive teacher-child relationship provides emotional security to a child (Howes & Hamilton, 1993) and teachers need to ensure that their classrooms are emotionally supportive. Preschool children spend at least five hours a day interacting with their teachers. These interactions are important for the children’s holistic development. Although teachers are aware of the impact they have on academic development they are often not aware of the importance of a positive teacher-child relationship. The quality and consistency of early relationships and interactions are essential for early attachment and emotional well-being (Whitebread, 2012). Children learn to be independent and strong through building positive relationships (UK Department for Education, 2017). The Classroom Assessment Scoring System (La Paro, Pianta, & Stuhlman, 2004) was developed to observe the quality of the interactions between the teacher and children in the classroom. This system was used during this research to observe the interactions between the teacher and children in the classroom. The 21st century classroom is one of diversity and in South Africa this reflects the multicultural nature of the country. Teachers need to be able to support all the diverse needs of the children in their class. Diverse learning needs are prevalent in all classrooms all over the world. Diversity in a classroom includes language, culture, race, religion as well as diverse learning needs. It is important that teachers are able to support the diverse learning needs children experience to ensure effective learning and development. The question then arise whether the teacher-child relationship changes when children experience diverse learning needs. This study aimed to understand preschool teachers experiences of the teacher-child relationship in diverse classroom setting. The study was based on qualitative research methodology and an instrumental case study design was chosen in order to give the researcher insights into the teacher-child relationship in diverse classrooms. An interpretive paradigm was chosen to ensure that the researcher could… Advisors/Committee Members: Collair, Lynette, Stellenbosch University. Faculty of Education. Educational Psychology..

Subjects/Keywords: Teacher-student relationships; Preschool teachers – Attitudes; UCTD

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APA (6^th Edition):

De Beer, J. (2019). Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107072

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

Chicago Manual of Style (16^th Edition):

De Beer, Jo-Mari. “Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.” 2019. Thesis, Stellenbosch University. Accessed March 04, 2021. http://hdl.handle.net/10019.1/107072.

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

MLA Handbook (7^th Edition):

De Beer, Jo-Mari. “Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom.” 2019. Web. 04 Mar 2021.

Vancouver:

De Beer J. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. [Internet] [Thesis]. Stellenbosch University; 2019. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10019.1/107072.

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

Council of Science Editors:

De Beer J. Preschool teachers' perspectives of the teacher-child relationship within the context of a diverse classroom. [Thesis]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107072

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

Penn State University

13. Lee, Phyllis. Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk.

Degree: 2015, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/25965

► When children enter elementary school, teachers become prominent figures in shaping social-emotional development. Most studies have examined the effects of relationships with one teacher during… (more)

Subjects/Keywords: student-teacher relationships; school; social-emotional development

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APA (6^th Edition):

Lee, P. (2015). Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25965

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

Chicago Manual of Style (16^th Edition):

Lee, Phyllis. “Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk.” 2015. Thesis, Penn State University. Accessed March 04, 2021. https://submit-etda.libraries.psu.edu/catalog/25965.

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

MLA Handbook (7^th Edition):

Lee, Phyllis. “Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk.” 2015. Web. 04 Mar 2021.

Vancouver:

Lee P. Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Mar 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/25965.

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

Council of Science Editors:

Lee P. Stability and variability in relationships with early elementary teachers: Longitudinal effects for children at risk. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25965

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

University of Johannesburg

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

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/11683

►

M.Ed. (Education)

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Thesis, University of Johannesburg. Accessed March 04, 2021. http://hdl.handle.net/10210/11683.

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

MLA Handbook (7^th Edition):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Web. 04 Mar 2021.

Vancouver:

Rheeders HA. Konflikhantering in die klaskamer. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10210/11683.

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

Council of Science Editors:

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

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

Oregon State University

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

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

URL: http://hdl.handle.net/1957/38472

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/38472.

MLA Handbook (7^th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Web. 04 Mar 2021.

Vancouver:

Copeland RM. A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups. [Internet] [Doctoral dissertation]. Oregon State University; 1974. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/38472.

Council of Science Editors:

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

Oregon State University

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

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

URL: http://hdl.handle.net/1957/44508

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Masters Thesis, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/44508.

MLA Handbook (7^th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Web. 04 Mar 2021.

Vancouver:

Jackson FA. The relationship between teacher behavior and understanding of children's behavior. [Internet] [Masters thesis]. Oregon State University; 1974. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/44508.

Council of Science Editors:

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

Oregon State University

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

Degree: PhD, Education, 1972, Oregon State University

URL: http://hdl.handle.net/1957/44575

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

▼ Rooted in the writer's general concern with the teaching and evaluation of writing, this study attempts to determine whether verbally creative teachers are better able to identify verbally creative students than are less verbally creative teachers. A second aim was to determine whether the verbal creativity of the teacher is positively related to the verbal creativity of the student. Using the Remote Associates Test (RAT) as a measuring instrument, fourteen Oregon State University and eight community college Freshman Composition teachers from three nearby community colleges were tested. Students of the three high- and three low-scoring university teachers and of all eight community college teachers were tested during the seventh week of the Fall term with the same instrument. Students were ranked by teachers according to the teacher's estimate of the student's verbal creativity and rankings were collected at the time of testing. Student scores in each section were trichotomized and comparative success of prediction was determined for high creative (HC) teachers and low creative (LC) teachers in predicting HC and LC students for both university and community college teachers. Analysis of variance and covariance was used to compare mean scores of students with HC and LC teachers and of student populations from the four schools after adjusting for age, sex, and G. P. A. Findings of the study indicated that teacher RAT scores were high in comparison with other reported groups and that scores for university and community college teachers were essentially equal. HC teachers were no more able to identify HC students than were LC teachers. LC teachers tended to be better able to identify LC students, although not at the .10 level of confidence. An F-test of the means of students with HC and LC university teachers was significant at the .10 level of confidence and may indicate a possibility that the verbal creativity of the teacher is positively related to the verbal creativity of students. Covariate analysis indicated that students of one community college were significantly more creative (P < .05) than those of the other three participating schools. Findings of the study tend to support other studies of teacher ability to identify creativity and of the relationship of student creativity to teacher creativity. Together with previous studies, this study seems to indicate that creative teachers do enhance student creativity, but probably not through recognition and reinforcement of creative effort. Differences in creativity of school populations suggest that institutional environment or curriculums may vary in their ability to attract and hold creative students. Advisors/Committee Members: Wood, Carvel (advisor), Foreman, Walter (committee member).

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/44575.

MLA Handbook (7^th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Web. 04 Mar 2021.

Vancouver:

Scharff CE. A study of the ability of verbally creative teachers to identify verbally creative students. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/44575.

Council of Science Editors:

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

Oregon State University

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

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

URL: http://hdl.handle.net/1957/45247

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

▼ This investigation was designed to measure certain visually perceived nonverbal behaviors of teachers in an effort to learn the relationships between these behaviors and the affective responses of students to the teachers, To this end, teachers were videotaped, and the tapes were shown to students for their affective responses. Thirty teachers, at different grade levels and with different subject matter affiliations, were videotaped while teaching one of their own classes. These tapes, ranging from 15 to 35 minutes in length, were edited to produce two taped episodes of five minutes duration for each teacher. In addition, 15-second segments, to be used as measures of first impressions, were prepared for each teacher. To measure the nonverbal behaviors displayed by the teachers an instrument for coding the behaviors was developed. The reliability of the instrument was established on the basis of computed coefficients of interobserver agreement. A total of 879 students in grades seven through nine, none of whom were familiar with the teachers who appeared in the videotapes, were shown the videotapes of the teachers. No sound accompanied the visual images of the teachers. Thus only visual information was available for the establishment of affective responses. Each student supplied an affective rating for each teacher viewed. For this purpose, a semantic differential scale, with the expressions Liked Very Much and Disliked Very Much at the respective poles of the scale, was employed. In addition, students were asked to record the teacher characteristics, on which they had based their affective ratings, on a data card which was turned in to the investigator. Approximately half of the students supplied affective ratings, but no comments, to the first impression segments for each teacher. When the nonverbal behaviors displayed on the teacher tapes had all been coded by means of the nonverbal behavior instrument and mean values of student affective responses to each teacher had been determined, all of the data were transferred to computer cards and analyzed by means of a stepwise multiple regression analysis program. Separate analyses were performed to determine (a) the reliability of the nonverbal behavior instrument, (b) the identity of nonverbal behaviors which would serve as significant predictors of student affective response, and (c) whether students were consciously aware of the teacher nonverbal behaviors when they made their affective ratings of the teachers. Findings 1. On the basis,Of satisfactorily high coefficients of interobserver agreement the instrument employed in the investigation was judged to be a reliable measure of teacher nonverbal behaviors. The overall Tr value for the instrument was . 79. Z. The teacher nonverbal behaviors were analyzed in relation to student affective response in terms of both frequency and duration measurements of the behaviors, separately and in combination. When analyzed in combination the duration measures consistently proved to be… Advisors/Committee Members: Williamson, Stanley E. (advisor), Baron, Denis (committee member).

Subjects/Keywords: Teacher-student relationships

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/45247.

MLA Handbook (7^th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Web. 04 Mar 2021.

Vancouver:

Kelly JR. Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/45247.

Council of Science Editors:

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

Oregon State University

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

Degree: EdD, Education, 1967, Oregon State University

URL: http://hdl.handle.net/1957/47077

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

▼ Purposes of the Study: 1. To design an instrument for classification of teacher-child verbal interaction formulating classroom cognitive patterns of communication. 2. To use the designed instrument in a classroom outside the pilot program to formulate an apparent teacher-child cognitive pattern of communication. Securing and Treating the Data: Information basic to the development of the Cognitive Scale Record was secured through a small scale pilot program. Variables to be investigated were defined; a research paradigm was refined; and a final form of the classification instrument was designed. Classroom use of the Cognitive Scale Record outside the pilot program was based upon a tape recording of a sample of teacher-child acts of conversation. Tapescript, Matrix, and Frequency Distribution forms of this verbal interaction provided bases for analyses relevant to a classroom cognitive pattern of communication. Findings: In the Pilot Program. 1. The following characteristics of cognitive patterns of classroom communication were determined. a) Pattern I Communication will have teacher-child acts of conversation most frequently in the lower cogitative range, frequently in the incogitant range, and less frequently in the upper cogitative and cogent ranges. Its objectives emphasize remembering or recall of information. b) Pattern II Communication will have teacher-child acts of conversation most frequently in the lower cogitative range, frequently in the upper cogitative range, and less frequently in the incogitant and cogent ranges. Its objectives emphasize understanding of the literal message contained in a communication. c) Pattern III Communication will have teacher-child acts of conversation most frequently in the entire cogitative range, frequently in the cogent range, and less frequently in the incogitant range. Its objectives emphasize organizing and reorganizing thought that is being communicated to achieve a particular purpose, e.g., problem solving. 2. A consensual behavioral description was developed for each item, e.g., act of conversation, in the instrument. 3. One scale would not adequately discriminate the peculiarities in cognitive power in the range of primary through senior high school classrooms. 4. Efficacy required narrowing the range of classrooms for study to grades three through six. 5. Effects of the systematization of observation through the Cognitive Scale Record were increased by tape recording and tape scripting teacher-child verbal interaction. Cognitive Scale Record Use Outside Pilot Program. 1. Matrix analysis revealed the following: a) The acts of conversation were most frequently in the lower cogitative range (T-60 and C-45), frequently for the teacher in the upper cogitative range (T-39 and C-17), less frequently in the incogitant range (omitting teacher utterances opening class and turn calling) (T-21 and C-26) and cogent range (T-3 and C-0), thus characterizing Pattern II Communication. b) For teacher acts of conversation,… Advisors/Committee Members: Hall, Jack V. (advisor).

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/47077.

MLA Handbook (7^th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Web. 04 Mar 2021.

Vancouver:

Melendy WT. Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. [Internet] [Doctoral dissertation]. Oregon State University; 1967. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/1957/47077.

Council of Science Editors:

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

Michigan State University

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

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

URL: http://etd.lib.msu.edu/islandora/object/etd:25217

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Doctoral Dissertation, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:25217.

MLA Handbook (7^th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Web. 04 Mar 2021.

Vancouver:

Decker, Edward Henry 1. An assessment of the attitudes of community college students toward faculty with comparisons by age and race. [Internet] [Doctoral dissertation]. Michigan State University; 1974. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25217.

Council of Science Editors:

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

Michigan State University

21. VandenBoogert, Carol A. (Carol Ann). Socioeconomic status relationship of teacher and student, and teacher behavior.

Degree: PhD, Department of Administration and Curriculum, 1983, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:27429

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

VandenBoogert, C. A. (. A. (1983). Socioeconomic status relationship of teacher and student, and teacher behavior. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27429

Chicago Manual of Style (16^th Edition):

VandenBoogert, Carol A (Carol Ann). “Socioeconomic status relationship of teacher and student, and teacher behavior.” 1983. Doctoral Dissertation, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:27429.

MLA Handbook (7^th Edition):

VandenBoogert, Carol A (Carol Ann). “Socioeconomic status relationship of teacher and student, and teacher behavior.” 1983. Web. 04 Mar 2021.

Vancouver:

VandenBoogert CA(A. Socioeconomic status relationship of teacher and student, and teacher behavior. [Internet] [Doctoral dissertation]. Michigan State University; 1983. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27429.

Council of Science Editors:

VandenBoogert CA(A. Socioeconomic status relationship of teacher and student, and teacher behavior. [Doctoral Dissertation]. Michigan State University; 1983. Available from: http://etd.lib.msu.edu/islandora/object/etd:27429

Michigan State University

22. McKimmy, James Allen, 1938-. A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools.

Degree: PhD, Department of Administration and Higher Education, 1971, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:45147

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

McKimmy, James Allen, 1. (1971). A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:45147

Chicago Manual of Style (16^th Edition):

McKimmy, James Allen, 1938-. “A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools.” 1971. Doctoral Dissertation, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:45147.

MLA Handbook (7^th Edition):

McKimmy, James Allen, 1938-. “A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools.” 1971. Web. 04 Mar 2021.

Vancouver:

McKimmy, James Allen 1. A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:45147.

Council of Science Editors:

McKimmy, James Allen 1. A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:45147

Michigan State University

23. Kearns, Homer H., 1942-. An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program.

Degree: PhD, Department of Administration and Higher Education, 1971, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:42941

Subjects/Keywords: Teacher-student relationships

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

APA (6^th Edition):

Kearns, Homer H., 1. (1971). An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:42941

Chicago Manual of Style (16^th Edition):

Kearns, Homer H., 1942-. “An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program.” 1971. Doctoral Dissertation, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:42941.

MLA Handbook (7^th Edition):

Kearns, Homer H., 1942-. “An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program.” 1971. Web. 04 Mar 2021.

Vancouver:

Kearns, Homer H. 1. An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2021 Mar 04]. Available from: http://etd.lib.msu.edu/islandora/object/etd:42941.

Council of Science Editors:

Kearns, Homer H. 1. An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:42941

Montana State University

24. Beatty, Thomas Christopher. Characterizing the effects of military base closures on the American education system.

Degree: MS, College of Agriculture, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9760

► The effect of military base closures on the pupil-teacher ratios of neighboring elementary schools has not been addressed by past research. Based on NCES and… (more)

Subjects/Keywords: Teacher-student relationships.; Military bases.; Elementary schools.

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APA (6^th Edition):

Beatty, T. C. (2016). Characterizing the effects of military base closures on the American education system. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9760

Chicago Manual of Style (16^th Edition):

Beatty, Thomas Christopher. “Characterizing the effects of military base closures on the American education system.” 2016. Masters Thesis, Montana State University. Accessed March 04, 2021. https://scholarworks.montana.edu/xmlui/handle/1/9760.

MLA Handbook (7^th Edition):

Beatty, Thomas Christopher. “Characterizing the effects of military base closures on the American education system.” 2016. Web. 04 Mar 2021.

Vancouver:

Beatty TC. Characterizing the effects of military base closures on the American education system. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Mar 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9760.

Council of Science Editors:

Beatty TC. Characterizing the effects of military base closures on the American education system. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9760

University of Hong Kong

25. Wu, Hanxiao. 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.

Degree: 2014, University of Hong Kong

URL: http://hdl.handle.net/10722/209678

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。

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

Wu, H. (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. Retrieved from http://hdl.handle.net/10722/209678

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

Chicago Manual of Style (16^th Edition):

Wu, Hanxiao. “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.” 2014. Thesis, University of Hong Kong. Accessed March 04, 2021. http://hdl.handle.net/10722/209678.

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

MLA Handbook (7^th Edition):

Wu, Hanxiao. “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.” 2014. Web. 04 Mar 2021.

Vancouver:

Wu H. 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. [Internet] [Thesis]. University of Hong Kong; 2014. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10722/209678.

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

Council of Science Editors:

Wu H. 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; 2014. Available from: http://hdl.handle.net/10722/209678

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

University of Ottawa

26. Krause, Amanda. Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation.

Degree: MA[Ed], Éducation / Education, 2020, University of Ottawa

URL: http://dx.doi.org/10.20381/ruor-25135

► The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and… (more)

▼ The relationship between teachers and students plays a critical role in the psychosocial development of children and youth. Bronfrenbrenner’s (2006) bioecological model of development and Bowlby’s (1969) attachment theory have been used to understand both the negative effects of peer aggression and the positive potential of social contexts to prevent harms related to aggression among students. Literature shows that teacher-student relationships that are characterized by higher levels of closeness and support are linked to decreases in bullying behaviour and victimization, whereas increased conflict and less support in teacher-student relationships have been found to result in increased bullying perpetration and victimization among students. While the literature suggests trends regarding the association between teacher-student relationship quality and peer aggression prevalence, there remains limited understanding as to the size and direction of the effect. The present meta-analysis synthesizes a substantial body of research examining the association between teacher-student relationship quality and peer aggression in school. A systematic search was conducted using literature from PsycINFO, ERIC, Education Source, and ProQuest (theses and dissertations). Quantitative cross-sectional and longitudinal studies that measured the association between teacher-student relationship quality (i.e., in terms of closeness and conflict) and peer aggression (i.e., perpetration and victimization) were included in the analysis. Additionally, grade level, informant, and scale quality were included as moderators in the analysis to determine their effect on the relation between teacher-student relationship quality and peer aggression. This meta-analysis advances our understanding of the role of teacher-student relationship quality in peer interactions at school, and the results can inform bullying prevention programs by providing insight as to where to allocate resources and energy. Advisors/Committee Members: Smith, David (supervisor).

Subjects/Keywords: Peer Aggression; Teacher-Student Relationships; Bullying

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APA (6^th Edition):

Krause, A. (2020). Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation. (Masters Thesis). University of Ottawa. Retrieved from http://dx.doi.org/10.20381/ruor-25135

Chicago Manual of Style (16^th Edition):

Krause, Amanda. “Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation.” 2020. Masters Thesis, University of Ottawa. Accessed March 04, 2021. http://dx.doi.org/10.20381/ruor-25135.

MLA Handbook (7^th Edition):

Krause, Amanda. “Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation.” 2020. Web. 04 Mar 2021.

Vancouver:

Krause A. Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation. [Internet] [Masters thesis]. University of Ottawa; 2020. [cited 2021 Mar 04]. Available from: http://dx.doi.org/10.20381/ruor-25135.

Council of Science Editors:

Krause A. Peer Aggression and Teacher-Student Relationship Quality: A Meta-Analytic Investigation. [Masters Thesis]. University of Ottawa; 2020. Available from: http://dx.doi.org/10.20381/ruor-25135

Massey University

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

Degree: 1972, Massey University

URL: http://hdl.handle.net/10179/13875

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

▼ This investigation reports a quasi experimental study of teachers' verbal contacts with pupils during their first year of formal schooling. It was expected that consensus of certain beliefs about teaching priorities held between teacher and parent would be related to the frequency of teacher approval expressed towards pupils – and also that the frequency of teachers' expressed disapproval towards pupils would be related to parent-teacher disensus. The gross propositions directing this study are that: 1. Parents hold a variety of beliefs concerning the activities which will facilitate success at school for their children. 2. These beliefs are transmitted to the children during the socializing process. 3. Teachers also develop a variety of beliefs concerning pupil activities which will facilitate success at school. 4. When parental socialization practices produce in their children behaviours that are in relative agreement with a particular teacher's expectations for the pupil role, teacher approval will be a characteristic feature of teacher-pupil interaction. 5 When parental socialization practices produce in their children behaviours that are in relative disagreement with a particular teacher's expectations for the pupil role, teacher expectations are affronted and teacher disapproval will be the characteristic feature of teacher-pupil interaction. 6. Parent teacher disensus-consensus will be reflected in teacher treatment of pupils and will be expressed through different patterns of verbal contact during classroom interaction. Six statements, paired in all possible combinations, describing the different ways in which pupils might behave in order to succeed in school were presented in a questionnaire to 21 teachers of five year old school pupils. Of these 21 teachers, the six used were those holding the strongest preferences for one of each category of beliefs about school success. Over 80% of parents of children in these six classrooms completed the same questionnaire. Subsequent analysis determined which parents held views most similar to or different from their child's teacher. The 32 pupils whose parents' beliefs were most isomorphic with those of their child's teacher, and the 32 pupils whose parents' beliefs were most contrary to those of their child's teacher, were selected for the study. Of the 64. pupil subjects, half were boys and half were girls. Each of the six teachers was observed for three hours. Two trained observers, using a radio microphone, tape recorder and written records collected data covering all teacher verbal contacts with the selected pupil subjects during the period. Only those teacher verbal contacts categorized as negative and positive sanctions or negative and positive directions, were recorded. Analysis of the data revealed that parent-teacher disensus and consensus of beliefs is significantly related to differences in both quality and quantity of teacher verbal contacts with the children observed during their first year at school. Such differences in teacher contacts with pupils…

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Thesis, Massey University. Accessed March 04, 2021. http://hdl.handle.net/10179/13875.

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

MLA Handbook (7^th Edition):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Web. 04 Mar 2021.

Vancouver:

Ashcroft ER. Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. [Internet] [Thesis]. Massey University; 1972. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10179/13875.

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

Council of Science Editors:

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

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

Massey University

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

Degree: 1971, Massey University

URL: http://hdl.handle.net/10179/13982

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Thesis, Massey University. Accessed March 04, 2021. http://hdl.handle.net/10179/13982.

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

MLA Handbook (7^th Edition):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Web. 04 Mar 2021.

Vancouver:

Hulbert ME. Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education . [Internet] [Thesis]. Massey University; 1971. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/10179/13982.

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

Council of Science Editors:

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

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

University of British Columbia

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

Degree: Doctor of Musical Arts - DMA, Education, 1969, University of British Columbia

URL: http://hdl.handle.net/2429/41216

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

▼ Because students may seek discussions most often with approachable adults, and such discussions may be more potentially helpful than discussions initiated otherwise, approachability of adults on school staffs was studied. Some potential correlates of approachability were examined: sex and age of adults, similarity-dissimilarity of students' and adults' value patterns, and adults' knowledge of particular students' value preferences. Five hypotheses based upon the theories of Heider and Newcomb, who postulated that persons are attracted to others perceived as like, were formulated. A sixth hypothesis concerning the relative importance of correlates was to be investigated if the first five were supported. Adults' approachability was studied for three kinds (contexts) of serious discussions: (1) of an impersonal problem, (2) of vocational choice, and (3) of personal problems. Two kinds of value patterns, factual values and normative/instrumental values, suggested by the theoretical categories of Margenau and Rokeach were studied. Grade-XII students and the adults known to at least 30 percent of them in each of five British Columbia secondary schools formed the sample. Approachability results were based on 371 students making choices among 115 adults. An adult's approachability score was formed by dividing the times he was chosen for a context by the number of students who knew him. In all schools, for all contexts, a small number of adult Ss were very often chosen, about a third chosen by a few students, and about 50 percent not chosen. Results pertaining to hypotheses were: 1. Adults were chosen proportionately more often by students of the same sex for vocational-choice and personal problems contexts (p < .001, using chi square). In the impersonal- topic context, male adults were chosen proportionately more often by male and female students (p < .001 by chi square test). 2. Youngest adults were not chosen proportionately more often for any context. Adults in the 31-40 and 51-60 age ranges were those chosen proportionately more often in most schools for all contexts (p < .001 by chi square test). 3. Students did not choose adults with similar factual-value patterns proportionately more often: no relationship was found between similarity of adults with students- in-general who knew them and approachability, or between mean value-pattern correlations of an adult with students who chose and did not choose him. 4. Students did not choose adults with similar normative/instrumental-value patterns proportionately more often. Neither of the possible relationships noted in (3) was found. 5. On the basis of results from a sub-sample of 27 adults, adults' more accurate knowledge of students' value preferences was not related to their approachability. A discussion of results included the following points: 1. Students appeared to have made choices on the basis of the adult's school role: social studies teachers, most of whom were male, were often chosen for impersonal topic …

Subjects/Keywords: teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Harris, Justine. “Approachability of adults in secondary schools as selected by students.” 1969. Doctoral Dissertation, University of British Columbia. Accessed March 04, 2021. http://hdl.handle.net/2429/41216.

MLA Handbook (7^th Edition):

Harris, Justine. “Approachability of adults in secondary schools as selected by students.” 1969. Web. 04 Mar 2021.

Vancouver:

Harris J. Approachability of adults in secondary schools as selected by students. [Internet] [Doctoral dissertation]. University of British Columbia; 1969. [cited 2021 Mar 04]. Available from: http://hdl.handle.net/2429/41216.

Council of Science Editors:

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

Antioch University

30. Palmer, Tessa M. Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students.

Degree: Psy. D., Antioch New England: Clinical Psychology, 2020, Antioch University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617

► While examples of sexual relationships between male high school teachers and female students have been historically prominent, relationships wherein the respective genders are reversed have… (more)

Subjects/Keywords: Psychology; student teacher sexual relationships; gender; culture

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APA (6^th Edition):

Palmer, T. M. (2020). Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617

Chicago Manual of Style (16^th Edition):

Palmer, Tessa M. “Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students.” 2020. Doctoral Dissertation, Antioch University. Accessed March 04, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.

MLA Handbook (7^th Edition):

Palmer, Tessa M. “Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students.” 2020. Web. 04 Mar 2021.

Vancouver:

Palmer TM. Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students. [Internet] [Doctoral dissertation]. Antioch University; 2020. [cited 2021 Mar 04]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.

Council of Science Editors:

Palmer TM. Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students. [Doctoral Dissertation]. Antioch University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617

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Open Access Theses and Dissertations