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The effect of ambient working conditions on teacher-child interactions and teacher stress and wellnessMilbourne, Suzanne A. January 2007 (has links)
Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Michael Gamel-McCormick, Dept. of Individual & Family Studies. Includes bibliographical references.
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Towards a responsible subjectivity : ethics, special education and communicative possibilities in the teacher-student relationship /Henry, Tasha Elan. January 2003 (has links)
Thesis (M.Ed.)--York University, 2003. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 119-130). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99323
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Status and status differential as predictors of student learning, teacher evaluation, teacher socio-communicative style and teacher credibilityHellmann, Boris. January 2001 (has links)
Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 39 p. Includes abstract. Includes bibliographical references (p. 25-28).
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Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /Toale, Mary C. January 2001 (has links)
Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).
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Exploring out-of-class communication the development and testing of a measure /Knapp, Jennifer L. January 2001 (has links)
Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vii, 42 p. Includes abstract. Includes bibliographical references (p. 26-29).
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Examining teacher experiences in working on behalf of minority studentsGumbs-Fleming, Suzanne L. January 2001 (has links)
Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 115-120). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ66382.
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Enhancing science education through extracurricular activities a retrospective study of "Suzy Science and the Whiz Kids©" /Kralina, Linda M. January 2009 (has links)
Title from title page of PDF (University of Missouri--St. Louis, viewed February 23, 2010). Includes bibliographical references (p. 396-417).
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Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interactionLirio, Livia Silva. January 1900 (has links)
Thesis (M.A.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 82 p. Includes abstract. Includes bibliographical references (p. 63-66).
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Teacher-student power relations in primary schools in Hong KongWong, Mei-yee, 黃美儀 January 2011 (has links)
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 four Hong Kong primary schools were studied to determine how teachers and students experience and exercise power in classrooms in the context of Hong Kong, and how that power is expressed in such varied combinations. Observations, individual interviews and document analysis were the main data collection methods employed.
The study identifies three major patterns in teacher-student power relations in 73 observed classroom lessons: Pattern I (Teacher Domination); Pattern II (Equal Opportunity for Power Sharing); and Pattern III (Student Self-Empowerment). Pattern I classrooms demonstrated student disempowerment, while Pattern II and III classrooms were characterised by teacher-initiated and student-initiated student empowerment, respectively. The study finds that, in each power pattern, teachers and students play a variety of classroom roles (teachers as rule- and textbook-enforcer, learning-facilitator and learning-assistant; students as rule- and learning-follower, learning-partner and master of learning) and adopt different power strategies (manipulation, giving-power and standing-back among teachers; compliance, cooperation, and self-governance among students).
The study also identifies six players/forces (facilitating factors) shaping teacher-student power distribution: (a) the cultural value of respect for authority and for teachers; (b) the Curriculum Reform initiative and the promotion of student-centric teaching modes; (c) school policies and cultures; (d) subject nature and curriculum contents; (e) teachers; and (f) students. Based on its findings, the study suggests viewing teacher-student power relations in the context of Hong Kong as a reflection of multileveled intertwined interactions. This interpretation implies that teacher-student classroom interactions are affected by various factors in a wider context, rather than mutual effects between teacher and students alone; each factor involved in a multileveled context (classrooms, schools, education system, and Hong Kong society) shapes teacher-student power relations. The coexistence of the three identified power patterns and the related empowering and disempowering situations is the result of the individual and collective effects of the six facilitating factors.
This empirical study supplements the understanding of teacher-student power relations in the context of Hong Kong by proposing a theoretical framework that relates to the local socio-cultural, educational and school contexts. The study suggests the need for further explorations of teacher-student power relations at other school levels in Hong Kong and in other cities in mainland China or elsewhere. Additional potential directions for future research include an exploration of the development of student empowerment inside and outside of the classroom in a purposive case school and an exploration of teacher-student power relations in specific subjects. / published_or_final_version / Education / Doctoral / Doctor of Philosophy
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TEACHER BEHAVIORS ASSOCIATED WITH MATHEMATICS ACHIEVEMENT IN THIRD GRADE STUDENTSCole, Shirley Ann, 1949- January 1978 (has links)
No description available.
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