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You searched for subject:(teacher student relationships). Showing records 1 – 30 of 955 total matches.

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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

[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)

Subjects/Keywords: teacher-student relationships

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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

 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 (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

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 (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

M.Ed.

This study grew out of a growing concern of Muslim parents that a dual system of education, namely a secular system and an Islamic… (more)

Subjects/Keywords: Islamic education; Teacher-student relationships

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APA (6th Edition):

Bahadoor, F. (2011). An Islamic perspective on educator-learner relationships. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3561

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

Chicago Manual of Style (16th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Thesis, University of Johannesburg. Accessed 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

 The purpose of this ethnographic study was to explore White, female teachers’ attitudes and perspectives towards their African American students, the Black/White Achievement Gap, and… (more)

Subjects/Keywords: Achievement gap; Teacher-student relationships

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APA (6th Edition):

Williams, J. K. (2008). Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/8456

Chicago Manual of Style (16th Edition):

Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Doctoral Dissertation, Oregon State University. Accessed 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

 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 (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

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 (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

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

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

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APA (6th Edition):

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

 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)

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

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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

 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 (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

Subjects/Keywords: Teacher-student relationships.

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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

 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)

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

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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

 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 (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

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 (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

Subjects/Keywords: Teacher-student relationships

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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

 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 (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

 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)

Subjects/Keywords: Teacher-student relationships

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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

 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)

Subjects/Keywords: Teacher-student relationships

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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

 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)

Subjects/Keywords: Teacher-student relationships

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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

Subjects/Keywords: Teacher-student relationships

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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

Subjects/Keywords: Teacher-student relationships

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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

Subjects/Keywords: Teacher-student relationships

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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

Subjects/Keywords: Teacher-student relationships

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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

 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 (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

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 (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

 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)

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

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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

 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)

Subjects/Keywords: Teacher-student relationships

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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

 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 (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

 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)

Subjects/Keywords: teacher-student relationships

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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

 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 · 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

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