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Student-teacher relationships and achievement need gains in young childrenDe Simone, Christina. January 1984 (has links)
No description available.
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Student-teacher relationships and cognitive style matchingFried-DesBaillets, Dorit January 1976 (has links)
No description available.
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Attention in the preschool classroom : the relationships among child gender, child misbehavior, and teacher attention.Dobbs, Jennifer E. 01 January 2002 (has links) (PDF)
No description available.
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Relationships between teacher behaviors and student academic engagement in an inner city preschool.Ortiz, Camilo 01 January 1997 (has links) (PDF)
No description available.
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Teacher Judgment Accuracy of Student Perceptions of Closeness and Conflict in Teacher-Student RelationshipsSeastrand, Collin 04 August 2022 (has links)
Teacher decisions are largely influenced by the judgments that they make regarding their students' states of mind. Thus, it is important for teachers to be accurate in their judgments. The current study investigated the teacher judgment accuracy of student perceptions of the teacher-student relationship. In a Western state of the United States, 40 teachers used a prediction form to predict how their 4th "“ 6th grade students would rate the closeness and the conflict of their teacher-student relationship via the Student Perception of Affective Relationship with Teacher Scale (SPARTS, Koomen & Jellesma, 2015). Students then took the survey, and teacher predictions and student reports were run through bivariate correlations and t-tests for analysis. Teacher predictions and student reports had a mean correlation coefficient of .31 for closeness and .39 for conflict. Nine of the 40 teachers had a negative correlation for closeness, conflict, or both, suggesting that a good percentage of teachers are fairly poor at judging how their students perceive their teacher-student relationship. Nonetheless, the t-tests confirmed that on average, teacher judgment accuracy was significantly better than random. The results of this study suggest that there is a need for intervention to help teachers become more accurate judges of how their students perceive the teacher-student relationship. As teacher judgments impact teacher decisions, accurate judgments of the student perceptions of the relationship might allow for teachers to make decisions that would more effectively nurture positive teacher-student relationships.
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Creating Classroom Relationships that Allow Students to Feel KnownDivoll, Kent Alan 01 September 2010 (has links)
The purpose of this qualitative study was to use grounded theory and case study methodology to identify and describe the ways that an upper elementary school teacher makes students feel known and respected for who they are by creating a relationship-driven classroom community. Analyzing how a teacher uses a relationship-driven classroom community has the potential to improve upon existing classroom community models. Data were collected from a teacher questionnaire, student questionnaire, samples of student work, document collection, two formal interviews with ten students, two formal interviews the teacher, and descriptive field notes from observations. Results indicated creating teacher-student relationships that make students feel known and important has the potential to offset the issues resulting from the disconnect between teachers and students and could lead to greatly improved student achievement. The results also provide new directions in the following areas: (a) teacher-student relationships, i.e., making students feel known and important; (b) creating classroom communities that are formed around teacher-student relationships; and (c) accounting for the mismatch between teachers and students.
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The effect of a cooperating teacher's modeling of specific teaching behaviors on the teaching behavior of a physical education intern /Douge, Brian January 1984 (has links)
No description available.
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The effect of teachers' cognitive tempo on children /Yando, Regina January 1966 (has links)
No description available.
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Relationships among teachers' attitudes, students' attitudes and students' achievement /Gansneder, Bruce Michael January 1970 (has links)
No description available.
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Predicting student achievement and satisfaction with the teacher in college mathematics in terms of previous students' satisfaction with the same teacher /Wetzler, Henry George January 1972 (has links)
No description available.
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