Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 197-200).

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 12, 2007) Vita. Includes bibliographical references.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 274-291).

Thesis (M.S.)--Rochester Institute of Technology, 2007. / Typescript. Includes bibliographical references (leaves 48-56).

Thèse (M.Ps.) -- Université du Québec à Chicoutimi, 2005. / "Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle de la maîtrise en psychologie offerte à l'Université du Québec à Chicoutimi en vertu d'un protocole d'entente avec l'Université du Québec à Trois-Rivières." Comprend des réf. bibliogr. : f. [112]-130. Document électronique également accessible en format PDF.

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Joel Meyers, committee chair; Barbara Meyers, Ramona W. Matthews, Christine Siegel, committee members. Electronic text (146 p.) : digital, PDF file. Description based on contents viewed Aug. 15, 2007. Includes bibliographical references (p. 127-135).

Thesis (Ph. D.)--Georgia State University, 2006. / Title from title screen. Deron Robert Boyles,committee chair; Jennifer Esposito, Heather Olson, Susan Talburt, committee members. Electronic text (194 p.) : digital, PDF file. Description based on contents viewed May 23, 2007. Includes bibliographical references (p. 182-189).

Thesis (Ed.D.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 293 pages. Includes bibliographical references.

Errata pasted on back end-papers. Bibliography: leaves 255-260. Aspects of teacher-student power relationship (TSPR) were studied in an Australian ESL (English as a second language) study centre and an Indonesian EFL (English as a foreign language) counterpart to investigate the relevance of the power sharing concept in different contexts of second language learning. The study employed non-experimental methodology in collecting data using interviews, questionnaires and classroom observation. The findings contribute insight into the contextual factors worthy of consideration in applying modern approaches to ELT in different settings of teaching and learning, and support the establishment of student autonomy as the central goal in learning and communicative competence in L2 pedagogy.

Teacher-student relationships are a critical component to every classroom. Little is known about how department chairs support these relationships. Department chairs provide a special and underrepresented perspective, as they are often still teachers with administrative knowledge and responsibilities. This qualitative study investigated ten department chairs' beliefs about the teacher-student relationship and their role in supporting this relationship. Participants were from five content areas (science, social studies, English, special education, and career and technical education) in four public high school districts in Massachusetts and New York. Data were collected through two sixty-minute semi-structured interviews and one day of "shadowing" with each department chair. Analyses show that department chairs expect teachers to instruct from an ethic of care by enacting three relationship development behaviors: establishing relationship boundaries, knowing students as people and as learners, and building a safe and dependable environment. These department chairs supported teachers' relationship development with students primarily through modeling these same behaviors in their relationships with teachers. Department chairs' own experiences with developing relationships with students informed how they developed supervisory relationships with teachers, and they claimed this positively influenced teacher practice. However, when faced with resistant teachers and time constraints, department chairs' ability to apply their expertise as caring and effective educators was severely limited, resulting in dysfunctional supervisory relationships and limited teacher growth. Department chairs are in need of professional development targeted to their special situation, especially as it relates to their ability to influence the learning experiences of teachers and students.