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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
Subjects/Keywords: teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Student engagement; Teacher-student relationships; Teacher support
Record Details
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APA (6th Edition):
Berman-Young, S. B. (2014). Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165192
Chicago Manual of Style (16th Edition):
Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Doctoral Dissertation, University of Minnesota. Accessed March 04, 2021. http://hdl.handle.net/11299/165192.
MLA Handbook (7th Edition):
Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Web. 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
Subjects/Keywords: Teacher-student relationships.; Aggressiveness.
Record Details
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APA (6th Edition):
Zagnoev, D. T. (2014). Aggressive behaviour of children as a function of classroom environment. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10824
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Thesis, University of Johannesburg. Accessed 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 (7th 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
Subjects/Keywords: Islamic education; Teacher-student relationships
Record Details
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APA (6th Edition):
Bahadoor, F. (2011). An Islamic perspective on educator-learner relationships. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3561
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Thesis, University of Johannesburg. Accessed 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 (7th 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
Subjects/Keywords: Achievement gap; Teacher-student relationships
Record Details
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APA (6th Edition):
Williams, J. K. (2008). Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8456
Chicago Manual of Style (16th Edition):
Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/8456.
MLA Handbook (7th Edition):
Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Web. 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
Subjects/Keywords: Teacher-student relationships; Classroom environment
Record Details
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APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Teacher-student relationships; Educational leadership
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Teacher; Educational Relationships; Teacher-Student Relationship; Engagement.
Record Details
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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://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 (16th 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 (7th 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
Subjects/Keywords: Education-Parent Participation; Parent-Teacher Relationships; Teacher-Student Relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lishomwa, M. K. (2014). A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3211
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Thesis, University of Zambia. Accessed 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 (7th Edition):
Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Web. 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
Subjects/Keywords: Physical education and training; Teacher-student relationships
Record Details
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APA (6th Edition):
Smith, N. S. (2008). Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366
Chicago Manual of Style (16th Edition):
Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Masters Thesis, University of Utah. Accessed March 04, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.
MLA Handbook (7th Edition):
Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Web. 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.
Record Details
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APA (6th Edition):
Filax, G. E. A. (1995). Creative pedagogies: troubling the troubled waters of education. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/05741t517
Chicago Manual of Style (16th Edition):
Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Masters Thesis, University of Alberta. Accessed March 04, 2021. https://era.library.ualberta.ca/files/05741t517.
MLA Handbook (7th Edition):
Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Web. 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
Subjects/Keywords: Teacher-student relationships; Preschool teachers – Attitudes; UCTD
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: student-teacher relationships; school; social-emotional development
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Conflict management; Classroom management; Teacher-student relationships
Record Details
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APA (6th Edition):
Rheeders, H. A. (2014). Konflikhantering in die klaskamer. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11683
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Thesis, University of Johannesburg. Accessed 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 (7th 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
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Copeland, R. M. (1974). A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38472
Chicago Manual of Style (16th Edition):
Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/38472.
MLA Handbook (7th Edition):
Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Web. 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Jackson, F. A. (1974). The relationship between teacher behavior and understanding of children's behavior. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/44508
Chicago Manual of Style (16th Edition):
Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Masters Thesis, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/44508.
MLA Handbook (7th Edition):
Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Web. 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA (6th Edition):
Scharff, C. E. (1972). A study of the ability of verbally creative teachers to identify verbally creative students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/44575
Chicago Manual of Style (16th Edition):
Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/44575.
MLA Handbook (7th Edition):
Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Web. 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA (6th Edition):
Kelly, J. R. (1972). Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45247
Chicago Manual of Style (16th Edition):
Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/45247.
MLA Handbook (7th Edition):
Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Web. 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA (6th Edition):
Melendy, W. T. (1967). Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/47077
Chicago Manual of Style (16th Edition):
Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Doctoral Dissertation, Oregon State University. Accessed March 04, 2021. http://hdl.handle.net/1957/47077.
MLA Handbook (7th Edition):
Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Web. 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
Record Details
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APA (6th Edition):
Decker, Edward Henry, 1. (1974). An assessment of the attitudes of community college students toward faculty with comparisons by age and race. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25217
Chicago Manual of Style (16th Edition):
Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Doctoral Dissertation, Michigan State University. Accessed March 04, 2021. http://etd.lib.msu.edu/islandora/object/etd:25217.
MLA Handbook (7th Edition):
Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Web. 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
Record Details
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APA (6th 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 (16th 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 (7th 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
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Teacher-student relationships.; Military bases.; Elementary schools.
Record Details
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APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Peer Aggression; Teacher-Student Relationships; Bullying
Record Details
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APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Ashcroft, E. R. (1972). Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13875
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Thesis, Massey University. Accessed 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 (7th Edition):
Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Web. 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
Subjects/Keywords: Teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hulbert, M. E. (1971). Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13982
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Thesis, Massey University. Accessed 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 (7th Edition):
Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Web. 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
Subjects/Keywords: teacher-student relationships
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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
Subjects/Keywords: Psychology; student teacher sexual relationships; gender; culture
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th 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 (16th 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 (7th 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