This thesis aims to analyze verbal communication between teachers and students in Czech language lessons at secondary schools. It focuses on dialogue. The thesis in the theoretical part summarizes the relevant existing knowledge about school communication. It focuses on the verbal communication of teachers and students and deals with the typical communication structure used in school teaching. Information from the theoretical part of the thesis is also confronted with the main conclusions of the practical part of the thesis. The practical part of the thesis analyzes communication in Czech language lessons, based on five recordings of communication between teachers and students at secondary schools. The thesis analyzes and characterizes verbal communication of teachers and students during the lesson and deals with the communication structure that appears in these lessons - questions from teachers, answers of students and feedback from teachers. The individual lesson analyzes are finally compared.

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The problem of this study was to determine the relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety toward the act of teaching. Data for the study were obtained by the use of the Teacher Anxiety Scale and the Student Evaluation of Teaching Scale. The statistical evidence does not justify a conclusion that there is a relationship between the effectiveness of student teachers as measured by student ratings and situation-specific anxiety of student teachers toward the act of teaching. The statistical evidence does not support the conclusion that pupil ratings of student teachers are significantly affected by the student teacher's level of anxiety, sex, or teaching level. Furthermore, there is no statistical evidence given by the study that there is a significant difference in situation-specific anxiety among student teacher groups (Elementary or Secondary) according to sex or level of student teaching.

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The purpose of my study was to determine if there are any differences in performance measures of student teachers with varying levels of participation in professional development schools. The population in my study was the 2002 through the spring of 2006 kindergarten through 6th-grade student teachers from a small, private postsecondary institution. A requirement of the teacher education program was to complete sequential, field-based experiences in kindergarten through 6th-grade schools culminating in student teaching. My study included kindergarten through 6thgrade student teachers who had experienced a number of semesters in a Professional Development School (PDS) classified into 4 levels: (a) 0 or 1 semester, (b) 2 semesters, (c) 3 semesters, and (d) 4 semesters of field experience in PDSs of partnership. Using analysis of variance procedures, the relationships between levels of participation in a PDS with each of 6 student performance measures were investigated. Several sources of data were used to evaluate the student teachers' performances. My study was based on the test results from 3 subtests of the PRAXIS II series examinations, the student teacher evaluation instruments, and the senior exit interviews. The performance evaluation scores were used to determine the knowledge, skills, and professional dispositions of every student teacher before graduating from the teacher licensure program at Lincoln Memorial University. Based on the analysis of the data and findings of my study, PDS field-based experiences appear to have no significant relationship with student teachers' PRAXIS II examination subtests scores, student teacher evaluation instrument scores, or their senior exit interview scores.

Latino/a students currently have lower graduation and higher dropout rates than their white peers. This population of students also performs lower on state exams. This qualitative study explored teacher-student relationships and their impact on Latino/a student populations. Using Funds of Knowledge and a social justice perspective, the study characterized positive teacherstudent relationships and ways that schools can support their formation. This dissertation study consisted of two rounds of interviews; participants were interviewed individually and then as part of two focus groups. The first phase consisted of one-on-one interviews, where the participants were asked questions on effectiveness, teacher-student relationships, and administrative support. The results from these interviews were analyzed for themes. The themes were then brought to the participants in forms of two focus groups for further exploration and clarity. Findings indicate that teachers characterize six themes in positive teacher-student relationships; student voice, humanization, trust, openness, respect, and personal connections. Three areas of school support were also uncovered; this included community circle, time to connect, and opportunities outside the classroom. The findings support the need for educators to be aware of the elements of positive relationships and to include these areas of school support in teacher and leader preparation programs.

Nearly all research that seeks to assist in reforming mathematics student teaching in the United States has been limited in that it (1) does not consider student teaching models in non-Western cultures, and (2) has not sufficiently studied the unique context of mathematics in student teacher-cooperating teacher interactions. This multi-case study addresses these issues by analyzing the interactions between three cooperating teachers and two student teachers in the mathematics student teaching setting in Japan. Four conclusions are presented to generate a coherent picture of the principles of teaching and learning to teach that are emphasized during this Japanese student teaching experience.

Young children face unique social challenges, and they need social and emotional resilience skills in order to navigate their way through school. Many of the children who need the most help are in family situations where parents are not able to teach these skills. Students can become more resilient through social and emotional learning (SEL) in the classroom. SEL teaches children to identify the emotions of themselves and others, to communicate their emotions in a nonviolent way, and to be good friends. By teaching SEL at a young age, teachers can help children become more adept as they make friends and learn how to interact in social situations, thus bolstering their relationships with friends and adults. Improved social and emotional skills help students succeed in academics and with their peers as they form social connections. Strong Start Pre-K, a social and emotional learning curriculum, was evaluated in a local preschool program. Using a nonequivalent control group design, two preschool teachers taught the curriculum in their classrooms, and a third classroom was the control. Both before and after the implementation of the curriculum, data were gathered from classroom teachers on their students' emotional regulation, internalizing behaviors, and the teachers' perceived relationships with their students. Results indicated a slight increase in emotional regulation and a significant decrease in internalizing behaviors in the treatment groups. Student-teacher relationships improved, specifically with a decrease on the subscale of Conflict. Treatment fidelity indicated that teachers were able to implement most or all of the components of each lesson 90% of the time. Social validity measurements indicated that the teachers would recommend the curriculum to other educators.

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