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A study of the developing relationship between student and teacher during a quarter course : using the perceptions of the participants and two observersEmery, Theodore Prescott January 1971 (has links)
The purpose of this study was to make an in-depth study of a particular class as it developed a relationship with the teacher of that class, and to devise a conceptual model of the student-teacher relationship from the data gained. The information was gained from three basic sources: the students, the teacher, and two observers who attended every class session. The interpretations and perceptions of both the students and the teacher were collected by utilizing eight questionnaire forms which were interspersed between four distinct administrations of Barrett-Lennard's Relationship Inventory. This Inventory was used to measure the nature of the relationship at various points and to determine any significant changes in its nature. The insights and perceptions of the two observers were recorded each day that the class met on special forms devised for that purpose.The class studied was comprised of twenty-six elementary education majors enrolled in the course entitled "The Teaching of Language Arts in the Lower Elementary Grades." Four of the twenty-six students were males, and the instructor was a male. All but two of the students were college juniors. One observer was male, the other female, and both were Doctoral Fellows at Ball State University.The eight questionnaire forms devised were all basically openended, requiring original answers from the participants, thus avoiding the danger of suggestion. Consequently, the results were subject to the interpretive ability of the researcher.It was discovered that the student-teacher relationship started with very limited and somewhat neutral or negative expectations on the part of the students, but with more positive expectations on the part of the teacher. The relationship gradually became more positive in the perceptions of both teacher and students as the course progressed, but the students reported a slight retrenchment during the last two weeks of the course.Overall, the students perceived the relationship in the class being studied to be better than that which existed in most of their other classes, but, even so, as a class they were not strongly positive in their responses. The greatest agreement between class members with respect to the student-teacher relationship was found to occur on the responses to the second administration of the Inventory. After that, the agreement tended to dissipate gradually until on the fourth administration of the Inventory it became less than it had been on the first administration. The students viewed the teacher as a warm, friendly, sincere, and honest human being. However, neither the students nor the teacher were at all sure that the teacher really understood students on anything other than a superficial level. The traditional roles of teacher and student seemed to be somewhat inhibiting in the development of any very personal relationship.Based on the data from the study, the following conclusions seem warranted: (1) It is important for the teacher to learn the names of his students; (2) The use of personal anecdotes and experiences by the teacher, when appropriate, is an excellent way for him to reveal himself to his students; (3) The degree of congruence between students and teacher on role expectations has a definite effect on the student-teacher relationship; (4) The student- teacher relationship is dependent on the ability of the participants: to communicate with each other, both verbally and non-verbally; (5) An informal, non-threatening tone is very helpful in developing the student-teacher relationship; (6) It is important to differentiate between the individual worth of the student and his academic prowess of achievement; (7) The degree of congruence between the value systems of teacher and student affect the student-teacher relationship possibilities; (6) A good relationship depends on direct participation in the relationship by both parties; (9) A positive self-concept on the part of the teacher contributes greatly toward the development of a warm, empathic student-teacher relationship, provided it does not have pompous or egotistical overtones; (10) There is a tendency for continued exposure in the classroom to lead to some disenchantment on the part of students.
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Attachment from a systemic perspectives : a study of Iranian familiesMazaheri-Teherani, Mohammad Ali January 1997 (has links)
No description available.
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The company she keeps : The social and interpersonal construction of girls same sex friendshipsHey, V. January 1988 (has links)
No description available.
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A prospective study to identify critical factors which indicate mothers' readiness to care for their very low birthweight baby at homeMcHaffie, H. E. January 1988 (has links)
No description available.
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Dominant cultural narratives, community narratives and past experience : their impact on 'young' mothers' personal narrative accounts of experienceMilnes, Kate January 2003 (has links)
No description available.
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An investigation into the concept of collaboration and the congruency of theory and practice within a voluntary organisation and within collaborative partnershipsRowe, Kathleen N. January 2003 (has links)
No description available.
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Agency and community participation in primary schooling in Mukono District, UgandaEbato, Michiko January 2002 (has links)
No description available.
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The process of development of home-school relationships in three primary schools in Hong KongNg, Shun Wing Nat January 2002 (has links)
No description available.
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Conservations with my mother : the daughter-mother relationship and the contemporary woman writerWise, Kristyn January 1997 (has links)
No description available.
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The changing nature of supply chain management in the European grocery retail sectorFyfe, Clare January 1997 (has links)
No description available.
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