subject:(teacher student relationships)

University of Hong Kong

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

Degree: MEd, 2014, University of Hong Kong

URL: Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678

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

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Teacher-student relationships

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

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

吳晗瀟; Wu, Hanxiao. “Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.” 2014. Masters Thesis, University of Hong Kong. Accessed September 23, 2019. Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678.

MLA Handbook (7^th Edition):

吳晗瀟; Wu, Hanxiao. “Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究.” 2014. Web. 23 Sep 2019.

Vancouver:

吳晗瀟; Wu H. Chinese teachers' authority in cross culture classrooms = 中文教師在跨文化教學中對教師權威的理解和態度的研究. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Sep 23]. Available from: Wu, H. [吳晗瀟]. (2014). Chinese teachers' authority in cross culture classrooms = Zhong wen jiao shi zai kua wen hua jiao xue zhong dui jiao shi quan wei de li jie he tai du de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396583 ; http://dx.doi.org/10.5353/th_b5396583 ; http://hdl.handle.net/10722/209678.

Council of Science Editors:

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

University of Minnesota

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

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

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

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

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

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APA (6^th Edition):

Berman-Young, S. B. (2014). Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165192

Chicago Manual of Style (16^th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/165192.

MLA Handbook (7^th Edition):

Berman-Young, Sarah B. “Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes.” 2014. Web. 23 Sep 2019.

Vancouver:

Berman-Young SB. Teacher-student relationships: examining student perceptions of teacher support and positive student outcomes. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Sep 23]. 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 KwaZulu-Natal

3. [No author]. A paradox of knowing : teachers' knowing about students.

Degree: Education, 2008, University of KwaZulu-Natal

URL: http://hdl.handle.net/10413/1277

► This study is a critical exploration and post-structural explanation of how and what teachers ' know about students. The intention has been to explore teachers'… (more)

▼ This study is a critical exploration and post-structural explanation of how and what teachers ' know about students. The intention has been to explore teachers' knowing beyond taken-for-granted iterations, beliefs and conceptions of those they teach and to theorise the nature of teachers' knowing. The route to insight involved deploying critical ethnography to produce data over a six-month period. The study site, a secondary school I named Amethyst, is an apartheid-era creation. Since 1990, political change has introduced uncertainties of various sorts and has destabilised the ethos and culture of the school: conflicts between teachers and students, conflicts amongst students' peers, students' participation in activities that are unacceptable and harmful, severe lack of funds to meet the financial needs of the school and lack of human and teaching resources. It is within such an uncertain space that I produced data to interrogate teachers ' knowing about students. At the site, data production was impeded by various confounding factors that eroded trust between the participants and me (the researcher). Traditionally, an ethnographic approach entails three kinds of observation: descriptive observations at the beginning, followed by focused observations narrowed to the concerns of the study and finally, selective observations to consolidate focused observations. For the data production process to continue, the researcher-researched relationship had to be assessed and reconfigured from a critical perspective. In this study the above-mentioned observations have been renamed and reconceptualised from participants' perspectives as: an innocuous phase, an invasive phase and a reciprocity phase. Furthermore, an explication is provided of how research reflexivity shaped the reconceptualisation and the data production processes. Usual forms of data production were abandoned and replaced by a conscious effort to reveal my story to participants eventuating in the form of an exchange of data - my story for their stories. Reciprocal participation enabled data production to be completed and two sets of data were generated: teachers ' stories and students ' stories. Eight teachers ' stories derived from teachers' to teachers' students' teachers' interviews were woven into texts whilst fourteen students' autobiographical accounts comprising lived ex peri ences were re-presented as they narrated them. Juxtapos ing stud ents' accounts with teachers' knowing has yielded three revelations. Firstly, unveil ing how teachers constitute students through knowing them in particul ar ways. Second ly, it reveals how students' constitution as subjects at home and at school a llow them to be known in parti cular ways and thirdl y, revealing the ways students consc iously prevent teachers from knowing about their li ved ex peri ences. The analyses of both sets of stories have dee pened understanding of teachers' knowing, taking it beyond teachers' persona l be lief systems. Plac ing both sets of data und er a criti cal gaze has yie lded three ways… Advisors/Committee Members: Vithal, Renuka (advisor), Samuel, Michael Anthony (advisor).

Subjects/Keywords: Teacher-student relationships.; Education.

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APA (6^th Edition):

author], [. (2008). A paradox of knowing : teachers' knowing about students. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1277

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

Chicago Manual of Style (16^th Edition):

author], [No. “A paradox of knowing : teachers' knowing about students. ” 2008. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/1277.

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

MLA Handbook (7^th Edition):

author], [No. “A paradox of knowing : teachers' knowing about students. ” 2008. Web. 23 Sep 2019.

Vancouver:

author] [. A paradox of knowing : teachers' knowing about students. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/1277.

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

Council of Science Editors:

author] [. A paradox of knowing : teachers' knowing about students. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/1277

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

Oregon State University

4. Williams, Joy K. Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.

Degree: PhD, Education, 2008, Oregon State University

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

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

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

Subjects/Keywords: Achievement gap; Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Doctoral Dissertation, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/8456.

MLA Handbook (7^th Edition):

Williams, Joy K. “Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school.” 2008. Web. 23 Sep 2019.

Vancouver:

Williams JK. Unspoken realities : white, female teachers discuss race, students, and achievement in the context of teaching in a majority black elementary school. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Sep 23]. 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

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

Degree: MS, Communication, 2016, North Dakota State University

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

► Immediacy is a topic that has been frequently explored in communication and education research; however, it is not understood if perceptions of immediacy are related… (more)

Subjects/Keywords: Teacher-student relationships; Classroom environment

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Masters Thesis, North Dakota State University. Accessed September 23, 2019. http://hdl.handle.net/10365/28255.

MLA Handbook (7^th Edition):

Bublitz, Emily Marie. “Traits and Behaviors: Connecting in the Classroom.” 2016. Web. 23 Sep 2019.

Vancouver:

Bublitz EM. Traits and Behaviors: Connecting in the Classroom. [Internet] [Masters thesis]. North Dakota State University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10365/28255.

Council of Science Editors:

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

University of Johannesburg

6. 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

►

M.A. (Psychology)

This study was conducted in an attempt to determine whether children defined as predominating on traits of aggressiveness, assertiveness and submissiveness would model… (more)

Subjects/Keywords: Teacher-student relationships.; Aggressiveness.

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APA (6^th Edition):

Zagnoev, D. T. (2014). Aggressive behaviour of children as a function of classroom environment. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10824

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

Chicago Manual of Style (16^th Edition):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/10824.

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

MLA Handbook (7^th Edition):

Zagnoev, Daphne Tessa. “Aggressive behaviour of children as a function of classroom environment.” 2014. Web. 23 Sep 2019.

Vancouver:

Zagnoev DT. Aggressive behaviour of children as a function of classroom environment. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. 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

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

Degree: 2011, University of Johannesburg

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

►

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)

▼

M.Ed.

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

Subjects/Keywords: Islamic education; Teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/3561.

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

MLA Handbook (7^th Edition):

Bahadoor, Feroza. “An Islamic perspective on educator-learner relationships.” 2011. Web. 23 Sep 2019.

Vancouver:

Bahadoor F. An Islamic perspective on educator-learner relationships. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2019 Sep 23]. 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

University of Oklahoma

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

Degree: PhD, 2013, University of Oklahoma

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

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

Subjects/Keywords: Teacher-student relationships; Educational leadership

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2019. http://hdl.handle.net/11244/319032.

MLA Handbook (7^th Edition):

De Los Angeles, Ingrid Maria. “Echoes and Mirrors: Respectful Teacher Leadership and Leadership Acceptance Among Adolescent Students.” 2013. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

Degree: 2015, University of Canterbury

URL: http://hdl.handle.net/10092/11452

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Thesis, University of Canterbury. Accessed September 23, 2019. http://hdl.handle.net/10092/11452.

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

MLA Handbook (7^th Edition):

Sutton, Gareth. “Extracurricular engagement and the effects on teacher-student educational relationship.” 2015. Web. 23 Sep 2019.

Vancouver:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10092/11452.

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

Council of Science Editors:

Sutton G. Extracurricular engagement and the effects on teacher-student educational relationship. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11452

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

Penn State University

10. Clapper, Christy Ann. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.

Degree: PhD, Educational Leadership, 2008, Penn State University

URL: https://etda.libraries.psu.edu/catalog/8445

► ABSTRACT This qualitative study examined the experiences of the developing teacher-student relationship from the perspective of a small group of high performing middle school students.… (more)

▼ ABSTRACT This qualitative study examined the experiences of the developing teacher-student relationship from the perspective of a small group of high performing middle school students. Using qualitative methodology including interviews and diary entries, data were collected over several months and analyzed to derive an understanding of the student perspectives on teacher interpersonal behaviors, teacher functional behaviors in the classroom, student learning behaviors, and teacher reactive behaviors in response to students' behaviors. The students’ insights in this investigation offered an unexpected perspective on the interpersonal and technical behaviors of their teachers not currently present in the literature. Their achievement motivation and outcomes were the overriding influences in the development of the teacher-student relationship, and not a relationship of affiliation with the teacher as had been expected. Second, the teacher-student relationship established patterns of interaction and expectations quite early in its development. Evidence over a period of months indicated that little had changed in the students’ perceptions of their relationships with their teachers, suggesting the possibility exists that the opportunity for teachers to connect positively with students is quite limited and occurs in a very short amount of time; the implications of which mean that recovery from a negative relationship might be difficult to overcome. Important to the students was the notion of being able to predict how teachers would behave in class and with students, how well they would perform their duties, how they would treat the students, and how they might administer the use of humor with them and their peers. Also important was the need for students to determine teacher expectations in order to earn the acceptance of their teachers through compliance and performance. The conditional nature of the teacher-student relationship elicited a number of questions for further investigation into the phenomenon of this relationship. Information learned from this investigation has provided the impetus for a variety of future studies as well as a number of opportunities for teacher training and professional development. It also has opened the door for deeper inquiry into this phenomenon for other students.

Subjects/Keywords: teacher-student relationships; student experiences of relationships with teachers; developing relationships between teachers and stud; middle school student-teacher relationships

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APA (6^th Edition):

Clapper, C. A. (2008). A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8445

Chicago Manual of Style (16^th Edition):

Clapper, Christy Ann. “A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.” 2008. Doctoral Dissertation, Penn State University. Accessed September 23, 2019. https://etda.libraries.psu.edu/catalog/8445.

MLA Handbook (7^th Edition):

Clapper, Christy Ann. “A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers.” 2008. Web. 23 Sep 2019.

Vancouver:

Clapper CA. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Sep 23]. Available from: https://etda.libraries.psu.edu/catalog/8445.

Council of Science Editors:

Clapper CA. A Phenomenological Study of High Performing Middle School Students and Their Experiences of The Development of Their Relationships with Their Teachers. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8445

University of Zambia

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

Degree: 2014, University of Zambia

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

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

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Thesis, University of Zambia. Accessed September 23, 2019. http://hdl.handle.net/123456789/3211.

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

MLA Handbook (7^th Edition):

Lishomwa, Mubita Kingsley. “A comparative study of guardians'/parents' involvement into orphaned and non-orphaned children's education in Mongu District .” 2014. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

12. Smith, Natalie S. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.

Degree: MS;, Exercise & Sport Science;, 2008, University of Utah

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

► Although conflict is an area that all people need to learn to navigate, underserved youth are at a greater risk for experiencing social, emotional, and… (more)

Subjects/Keywords: Physical education and training; Teacher-student relationships

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APA (6^th Edition):

Smith, N. S. (2008). Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366

Chicago Manual of Style (16^th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Masters Thesis, University of Utah. Accessed September 23, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/304/rec/366.

MLA Handbook (7^th Edition):

Smith, Natalie S. “Early adolescents' perceptions of conflict experience with teachers in a physical activity setting.” 2008. Web. 23 Sep 2019.

Vancouver:

Smith NS. Early adolescents' perceptions of conflict experience with teachers in a physical activity setting. [Internet] [Masters thesis]. University of Utah; 2008. [cited 2019 Sep 23]. 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

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

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

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

Subjects/Keywords: Teacher-student relationships.

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Masters Thesis, University of Alberta. Accessed September 23, 2019. https://era.library.ualberta.ca/files/05741t517.

MLA Handbook (7^th Edition):

Filax, Gloria Elizabeth Alice. “Creative pedagogies: troubling the troubled waters of education.” 1995. Web. 23 Sep 2019.

Vancouver:

Filax GEA. Creative pedagogies: troubling the troubled waters of education. [Internet] [Masters thesis]. University of Alberta; 1995. [cited 2019 Sep 23]. 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

University of Aberdeen

14. Darling, Kirsten Amy. A self-study of participatory and enactivist approaches to teaching and learning.

Degree: PhD, 2014, University of Aberdeen

URL: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

► 'Self-study' is a methodological approach that sets out to improve learner and teacher interactions by engaging with problems faced by educators on a daily basis.… (more)

Subjects/Keywords: 370; Teacher-student relationships; Learning strategies

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APA (6^th Edition):

Darling, K. A. (2014). A self-study of participatory and enactivist approaches to teaching and learning. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

Chicago Manual of Style (16^th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Doctoral Dissertation, University of Aberdeen. Accessed September 23, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

MLA Handbook (7^th Edition):

Darling, Kirsten Amy. “A self-study of participatory and enactivist approaches to teaching and learning.” 2014. Web. 23 Sep 2019.

Vancouver:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Internet] [Doctoral dissertation]. University of Aberdeen; 2014. [cited 2019 Sep 23]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966.

Council of Science Editors:

Darling KA. A self-study of participatory and enactivist approaches to teaching and learning. [Doctoral Dissertation]. University of Aberdeen; 2014. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=227571 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.668966

University of Hong Kong

15. Wong, Mei-yee. Teacher-student power relations in primary schools in Hong Kong.

Degree: PhD, 2011, University of Hong Kong

URL: Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119

► This qualitative case study explores power relations between teacher and students in a classroom-based teaching and learning process. Sixteen Grade Four and Five classes in… (more)

Subjects/Keywords: Teacher-student relationships - China - Hong Kong

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APA (6^th Edition):

Wong, M. (2011). Teacher-student power relations in primary schools in Hong Kong. (Doctoral Dissertation). University of Hong Kong. Retrieved from Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119

Chicago Manual of Style (16^th Edition):

Wong, Mei-yee. “Teacher-student power relations in primary schools in Hong Kong.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed September 23, 2019. Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119.

MLA Handbook (7^th Edition):

Wong, Mei-yee. “Teacher-student power relations in primary schools in Hong Kong.” 2011. Web. 23 Sep 2019.

Vancouver:

Wong M. Teacher-student power relations in primary schools in Hong Kong. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Sep 23]. Available from: Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119.

Council of Science Editors:

Wong M. Teacher-student power relations in primary schools in Hong Kong. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Wong, M. [黃美儀]. (2011). Teacher-student power relations in primary schools in Hong Kong. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4730893 ; http://dx.doi.org/10.5353/th_b4730893 ; http://hdl.handle.net/10722/209119

Massey University

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

Degree: 1972, Massey University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Thesis, Massey University. Accessed September 23, 2019. http://hdl.handle.net/10179/13875.

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

MLA Handbook (7^th Edition):

Ashcroft, Eric Robert. “Parent and teacher beliefs and teacher-pupil interaction : a pilot survey : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education. ” 1972. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

Degree: 1971, Massey University

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Thesis, Massey University. Accessed September 23, 2019. http://hdl.handle.net/10179/13982.

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

MLA Handbook (7^th Edition):

Hulbert, Murray Edwin. “Territoriality in educational settings : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Education .” 1971. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

Oregon State University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Doctoral Dissertation, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/38472.

MLA Handbook (7^th Edition):

Copeland, Robert McDaniel. “A comparative study of visually perceived teacher nonverbal behavior and the formation of student affect among members of three different ethnic groups.” 1974. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Masters Thesis, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/44508.

MLA Handbook (7^th Edition):

Jackson, Frieda Ann. “The relationship between teacher behavior and understanding of children's behavior.” 1974. Web. 23 Sep 2019.

Vancouver:

Jackson FA. The relationship between teacher behavior and understanding of children's behavior. [Internet] [Masters thesis]. Oregon State University; 1974. [cited 2019 Sep 23]. 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

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

Degree: PhD, Education, 1972, Oregon State University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Doctoral Dissertation, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/44575.

MLA Handbook (7^th Edition):

Scharff, Charles Eldon. “A study of the ability of verbally creative teachers to identify verbally creative students.” 1972. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

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

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Doctoral Dissertation, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/45247.

MLA Handbook (7^th Edition):

Kelly, Joseph Richard. “Visually perceived nonverbal behaviors of teachers and their relationship to affective responses of students.” 1972. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

Degree: EdD, Education, 1967, Oregon State University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Doctoral Dissertation, Oregon State University. Accessed September 23, 2019. http://hdl.handle.net/1957/47077.

MLA Handbook (7^th Edition):

Melendy, Ward Tinker. “Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom.” 1967. Web. 23 Sep 2019.

Vancouver:

Melendy WT. Cognitive meaning of teacher-child verbal interaction in a fourth grade classroom. [Internet] [Doctoral dissertation]. Oregon State University; 1967. [cited 2019 Sep 23]. 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

University of Johannesburg

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

Degree: 2014, University of Johannesburg

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

►

M.Ed. (Education)

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

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

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/11683.

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

MLA Handbook (7^th Edition):

Rheeders, Hendrik Andries. “Konflikhantering in die klaskamer.” 2014. Web. 23 Sep 2019.

Vancouver:

Rheeders HA. Konflikhantering in die klaskamer. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 23]. 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

University of British Columbia

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

Degree: 1969, University of British Columbia

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

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

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

Subjects/Keywords: teacher-student relationships

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Harris, Justine. “Approachability of adults in secondary schools as selected by students .” 1969. Thesis, University of British Columbia. Accessed September 23, 2019. http://hdl.handle.net/2429/41216.

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

MLA Handbook (7^th Edition):

Harris, Justine. “Approachability of adults in secondary schools as selected by students .” 1969. Web. 23 Sep 2019.

Vancouver:

Harris J. Approachability of adults in secondary schools as selected by students . [Internet] [Thesis]. University of British Columbia; 1969. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2429/41216.

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

Council of Science Editors:

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

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

Northeastern University

25. Watson, Lottie M. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.

Degree: EdD, School of Education, 2018, Northeastern University

URL: http://hdl.handle.net/2047/D20289771

► This case study was conducted at a traditional 9-12 comprehensive high school 10 miles outside of New York City in Bergen County, New Jersey.; The… (more)

Subjects/Keywords: exclusionary discipline; teacher-student relationships; discipline practices

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APA (6^th Edition):

Watson, L. M. (2018). Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289771

Chicago Manual of Style (16^th Edition):

Watson, Lottie M. “Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20289771.

MLA Handbook (7^th Edition):

Watson, Lottie M. “Reducing exclusionary discipline from the classroom: a descriptive qualitative case study.” 2018. Web. 23 Sep 2019.

Vancouver:

Watson LM. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20289771.

Council of Science Editors:

Watson LM. Reducing exclusionary discipline from the classroom: a descriptive qualitative case study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289771

Michigan State University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

VandenBoogert, Carol A (Carol Ann). “Socioeconomic status relationship of teacher and student, and teacher behavior.” 1983. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:27429.

MLA Handbook (7^th Edition):

VandenBoogert, Carol A (Carol Ann). “Socioeconomic status relationship of teacher and student, and teacher behavior.” 1983. Web. 23 Sep 2019.

Vancouver:

VandenBoogert CA(A. Socioeconomic status relationship of teacher and student, and teacher behavior. [Internet] [Doctoral dissertation]. Michigan State University; 1983. [cited 2019 Sep 23]. 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

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Kearns, Homer H., 1942-. “An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program.” 1971. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:42941.

MLA Handbook (7^th Edition):

Kearns, Homer H., 1942-. “An analysis of attitudes toward children and the teaching role of students who have participated in Education 482, the Urban Tutorial Program.” 1971. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

Michigan State University

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

McKimmy, James Allen, 1938-. “A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools.” 1971. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:45147.

MLA Handbook (7^th Edition):

McKimmy, James Allen, 1938-. “A correlational comparison of the relationship between interpersonal values of teachers and the measured self-esteem and social behavior of early adolescent students in selected middle schools and junior high schools.” 1971. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

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

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

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

Subjects/Keywords: Teacher-student relationships

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APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:25217.

MLA Handbook (7^th Edition):

Decker, Edward Henry, 1939-. “An assessment of the attitudes of community college students toward faculty with comparisons by age and race.” 1974. Web. 23 Sep 2019.

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 2019 Sep 23]. 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

University of Missouri – Columbia

30. Marx, Adam Alan. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.

Degree: 2014, University of Missouri – Columbia

URL: http://hdl.handle.net/10355/46445

► [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to examine the relationship between undergraduate student course engagement… (more)

▼ [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this study was to examine the relationship between undergraduate student course engagement and independent variables including teacher verbal and nonverbal immediacy behaviors, college course status, class time, class size, and student class rank. The target population was undergraduate students enrolled in one of three courses within the College of Agriculture, Food and Natural Resources at the University of Missouri. Total study participants included 300 (N) students from a convenience sample, with an overall response rate of 84 percent. Students completed a paper questionnaire which included three instruments to measure student course engagement, teacher verbal immediacy, and teacher nonverbal immediacy. From the findings of this study, it was concluded that class size and teacher verbal immediacy were the two primary variables which significantly predicted student course engagement. In this study, class time, course status, and student rank had little influence on the outcome of student engagement in the classroom. Classes with less than 30 students significantly influenced overall engagement and student participation engagement. These findings support previous research with class size and engagement (Weaver & Qi, 2005). Additionally, the unique influence demonstrated by immediacy behaviors supported the researcher's assertions coupled with the findings of previous research on teacher behaviors and student engagement (Frymier & Houser, 2000; van Uden, Ritzen, & Pieters, 2014; Zepke & Leach, 2010). According to the findings, college teachers should be aware of the role their immediacy behaviors play in student engagement within their classrooms. Teachers who demonstrate energy and concern for student learning through being inclusive, encouraging, and ultimately realistic with communicating expectations can positively influence student engagement in the classroom. Where feasible, deconstructing large courses into smaller working groups could facilitate the opportunity for teachers to approach students more directly and intimately. Using grouping techniques in large classes can facilitate a smaller classroom environment and additionally increase student participation and interaction with their classmates, thereby enhancing learning. Future research should explore the use of observations to assess student behaviors in comparison to their perceived engagement in the classroom. Additionally, quantifying the frequency of teacher immediacy behaviors alongside student perceptions of those behaviors could provide context for the most influential teacher behaviors. Further, designing qualitative studies around the factors of engagement could provide context to the cognitive processes behind student behaviors in the classroom to enhance quantitative assessments of engagement. Advisors/Committee Members: Simonsen, Jon C. (advisor), Kitchel, Tracy (Tracy Jonathan), 1976- (advisor).

Subjects/Keywords: Teacher-student relationships; Academic achievement; Classroom environment

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APA (6^th Edition):

Marx, A. A. (2014). Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46445

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

Chicago Manual of Style (16^th Edition):

Marx, Adam Alan. “Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.” 2014. Thesis, University of Missouri – Columbia. Accessed September 23, 2019. http://hdl.handle.net/10355/46445.

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

MLA Handbook (7^th Edition):

Marx, Adam Alan. “Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables.” 2014. Web. 23 Sep 2019.

Vancouver:

Marx AA. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. [Internet] [Thesis]. University of Missouri – Columbia; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10355/46445.

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

Council of Science Editors:

Marx AA. Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. [Thesis]. University of Missouri – Columbia; 2014. Available from: http://hdl.handle.net/10355/46445

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

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