Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: vi, 109 p. : ill. (some col.) UMI publication number: AAT 3258772. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph.D.)--University of Idaho, March 2006. / Major professor: Russell A. Joki. Abstract. Includes bibliographical references (leaves 138-148). Also available online in PDF format.

Thesis (Ed. D.)--Boise State University, 2005. / Includes abstract. Includes bibliographical references (leaves 263-275). Also available online via the ProQuest Digital Dissertations database.

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains viii, 129 p. Includes abstract. Includes bibliographical references (p. 106-114).

No description available.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 295-301). Also available on the Internet.

No description available.

abstract: The associations among teacher-student relationships (e.g., close, conflictual, and dependent), peer victimization, internalizing (e.g., sadness, loneliness, and anxiety), and school attitudes (e.g., avoidance, liking) were investigated in a sample of 153 (76 boys and 77 girls) racially diverse (42% Latino and 46% White) third grade students and their teachers (N = 30: 15 T1; 15 T2). Specifically, a two year longitudinal design was used in which data were gathered using self and teacher questionnaires which were administered during the spring of third grade and then a year later when children were in fourth grade. Findings showed that conflictual and overly dependent teacher-student relationships were positively correlated with peer victimization; however, closeness as a quality of teacher-student relationships was not associated with peer victimization, internalizing, school liking, or school avoidance. Support for the hypothesis that teacher-student relationships moderated the relations between peer victimization and internalizing was mixed. Specifically, conflictual teacher-student relationships were found to exacerbate the effects of victimization on internalizing problems whereas no such relationships were found for close or dependent relationships. Taken together, findings from this study offer further evidence that the relationships students form with their teachers, especially conflictual and overly dependent teacher-student relationships, contribute to their psychological development, and may be especially influential for children who are victimized by classmates. / Dissertation/Thesis / Ph.D. Educational Psychology 2010

The purpose of the study was to investigate how teaching styles influence the acceptance of pupils by teachers, the development of a positive self-concept, and the extent to which it will enhance scholastic performance. The overwhelming finding from literature is that no teacher research, nor pupil investigation, has lead to the identification of one particular teaching style that can influence scholastic performance to the exclusion of others. While some studies have found a positive relationship between self-concept and scholastic achievement, others did not. To analyse data, the study made use of Factor Analysis, Cronbach Alpha, Regression Analysis and Significance level of tests. The study found no relationship between self-concept and scholastic performance but a positive correlation was found between scholastic performance and invitational style, acceptance of pupils, age, father and mother's employment .. The study makes recommendations and proposes areas for further research. / Psychology of Education / M. Ed. (Psychology of Education)

In this dissertation, the relationship of the junior primary hyperactive pupil and his or her teachers was researched, to investigate which behavioural aspects of hyperactive behaviour are present in children who are labelled as hyperactive. In the literature study, the researcher gathered information on hyperactivity and focused on the symptoms of hyperactivity. The relationships investigated. The of the junior primary researcher focused on school child were the teacher-pupil relationships and indicated the importance of trust: authority, understanding, experience and involvement in relationships. In the empirical research, a qualitative empirical study was undertaken. Three teachers and six children from the junior primary.phase were chosen to participate in the research study. Three children were identified as hyperactive and three children did not exhibit, according to their teachers, any behavioural disorders. The researcher implemented the Marschak Interaction Method to evaluate interaction between the teachers and the children. By using both semi-structured and unstructured questions, the researcher was able to gather data on teacher's knowledge and attitude about hyperactivity. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. The value of the study lies in the aspects which were identified regarding the interaction between teachers and hyperactive children. It was found that teachers interact differently with children who are hyperactive and with children who do not exhibit behaviour problems. / Psychology of Education / M. Ed. (Psychology of Education)