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Abstract The purposes of this study were (a) to discuss the function and roles of tutor, (b) to review the history and current situation of college tutorial systems in the U.S. and U.K., (c) to explore the history and present circumstance of Taiwan¡¦s college tutorial systems, (d) to analyze college students¡¦ understanding of tutorial systems and function in Taiwan, (e) to explore the ideal tutorial systems and function from the perspective of Taiwan¡¦s college students and (f) to come up with conclusions and further suggestions for future development of tutorial systems in Taiwan¡¦s colleges and universities. The study was designated into two-stage questionnaire surveys among college students. Four public & private Taiwan¡¦s colleges were purposefully selected according to the results of Taiwan¡¦s college evaluation in 2005 and their performance at the domain of students¡¦ service and guidance. During the first stage of the survey which focused the students¡¦ perspectives of current tutorial system, 356 subjects were randomly sampled, while on the second stage of survey which put an emphasis on students¡¦ viewpoints concerning the future development of tutorial systems, 484 college students were randomly selected. Data were analyzed through several statistical measures, such as descriptive statistics, independent sample t-test, one-way ANOVA. Based upon the results of the above analyses, the researcher provided several conclusions as follows: 1. According to the literature review, the roles and functions of a tutor can be generalized into seven categories. Most students, for instance, consider a tutor as a problem solver. 2. Ideally, college students consider a tutor should be a person who can be a good teacher and also a helpful friend; a person who is like a guide of career and a person who can communicate with coordinate. In addition, they also hope the tutor can perform the following functions of communication and coordination, problem solving and participation and guidance. 3. The current situation of tutorial system from the student¡¦s perspectives: (1) Presently, a majority of students are not satisfied with the situation of tutorial system. (2) College tutors mostly supervise over 40 students. (3) Today, the most important reason why students need tutor¡¦s assistance is ¡§tutors are able to solve¡¨ student¡¦s problem; the reason why they are not willing to approach tutor for help is ¡§being unfamiliar between students and tutors.¡¨ (4) At present, most universities are having tutorial system based on a whole class system. (5) At the moment, the tutor-student relationship is just fine, and the relationship of junior students is better than the freshman students. (6) Currently, tutors of junior students perform better than those of first & second year students in terms of content of tutorial system. 4. The students¡¦ perspectives for ideal tutorial system: (1) The majority of students think the best way to carry out the tutorial system is on orientation counseling during the freshmen year. (2) Most students hope the purpose of tutorial is to conduct students¡¦ ¡§career development orientation and planning¡¨ and ¡§problem solving regarding academic learning.¡¨ (3) The majority of students think the appropriate number of tutorial students should be under 29. (4) Most students regard the ideal tutorial system is ¡§multiple tutorial system.¡¨ (5) Most students believe that an ideal teacher-student relationship can improve their relationship. (6) The majority of students think it necessary to have an ideal tutorial system with counseling function. (7) The demand level of ideal tutorial system for junior students is higher than the first and second year students. (8) The demand level of career counseling for senior and junior students is higher than the first and second year students. Based upon the above conclusions, the researcher proposes several recommendations for the university administration, tutors, students and further research for reference.

It was a goal of this study to identify leadership strategies and other select variables such as instructional strategies, professional staff development, teacher-student relationship, parental support, and student academic motivation and their relationship with student achievement. Pearson correlations, ANOVA, Alpha Cronbach, construct validity, and regression tests were used to analyze the data that had the greatest significance on student achievement scores. The researcher concluded that instructional strategies, parental support, student academic motivation, and teacher expectation have the greatest significance on student achievement scores. Recommendations were suggested for classroom teachers, educational leaders, teacher preparation programs, and future researchers.

Abstract not available. / Thesis (M.A.) - University of KwaZulu-Natal, Durban, 2009.

The purpose of this study is to determine if transformational leadership styles of agriculture teachers in Jessamine County has an impact on successful transitions of program completers. To be more specific, the focus was to look at agriculture teachers at Jessamine Career and Technology Center (JCTC) to see if they exhibit components of transformational leadership. If so, does transformational leadership of those teachers assist students with successful transitions after graduation? Successful transition is deemed by the Kentucky Department of Education as students that seek post-secondary education, employed full-time or enlist in a branch of armed services. The population for this study consists of graduates from Jessamine County between the years of 2010-2012. All participants were program completers in the agriculture career major. All participants also meet the criteria of successfully transitioning. The participants in the study indicated agriculture teachers at JCTC did exhibit all components of transformational leadership. Participants also indicated transformational leadership utilized by the agriculture teachers assisted them in successfully transitioning after high school. Relationships between participants and agriculture teachers at JCTC were an indicator of why transformational leadership was a successful leadership style of the agriculture teachers.

Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning motivation and school life. Whether a student likes to go to school or not, whether she can adjust in school and engage in all learning activities, whether she can get good grades or fail depend not only on herself, but on the significant others. In this study, the aim is to find out how and in what ways teachers and peers influence adolescents in their academic life. Forty-one articles were reviewed to discuss around four research questions: What kinds of influences do peers have on adolescents in the academic context? In what ways do teachers’ high expectations affect the students? What kind of teacher-student relationships do students perceive in order to have positive attitudestowards school and have satisfying outcomes? What aspects in adolescents’ academic life are influenced by teachers’ self-efficacy? Teachers and peers are important motivators in students’ academic life. When the school, teacher and parents are aware of the influences from peers and teachers, they are given a chance to improve the factors involved so that students can learn best in a supportive atmosphere and environment.

Research indicates that many factors may impede teachers' ability to develop caring relationships with students such as the school environment (Schaps, 2009), lack of cultural understanding (Thompson, 1998), the teacher's beliefs and attitudes about care (Goldstein, 2002), and personal experience of being cared for (Noddings, 1984). Yet, little research exists on how schools can address these and other potential limiting factors in order to help teachers cultivate caring relationships with students. The purpose of this study was to examine how one school in India, which claims to emphasize the importance of the teacher-student relationship, develops and supports teachers' capacities to create caring relationships with students. The hope was that the outcomes might provide insight for policy-makers, school administrators, and teachers about what is needed to best support teachers in their relationships with students. The research site for this study was a pre-Kindergarten through 12th grade private school in India. The choice of India as a cultural context stemmed from the historical precedence of the importance of the teacher-student relationship. A mixed-methods descriptive case study served as the design for this study. Qualitative methods included interviews of teachers, administrators, and students, classroom and event observations, and document analysis. Quantitative methods included surveys of teachers and students. The qualitative data were analyzed using Noddings' (1984) four methods for teaching care (modeling, dialogue, practice, and confirmation) with other themes added as needed. Descriptive statistics and factor analyses of both surveys were used to triangulate and expand upon the qualitative data. Findings indicated that schools can support teachers' capacity to care for students through a strong commitment to the teacher-student relationship, deliberate fostering of relationships between students, teachers, and parents, and through the modeling by and direct receipt of care from administrators. Other factors that may help teachers to care for students include cultural respect for the teaching profession and acknowledgement of care from both students and parents. However, teachers' efforts to care may be impeded by intense testing environments. Recommendations were made for the implementation of resources and support needed by teachers to create caring relationships with students.

Thesis (M.A.) - Carleton University, 2007. / Includes bibliographical references (p. 103-111). Also available in electronic format on the Internet.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-08-25T20:07:24Z No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-30T17:08:35Z (GMT) No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-30T17:09:30Z (GMT) No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) / Made available in DSpace on 2018-01-30T17:18:21Z (GMT). No. of bitstreams: 1 DissJHV.pdf: 2057213 bytes, checksum: bf44313eda661cc7d7858640ae1914e5 (MD5) Previous issue date: 2017-02-20 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / School engagement, defined as the relationship between student and school experiences, is essential for education. Thus, factors from the school context which may influence school engagement, especially interpersonal relations among school members, has been investigated. Therefore, the present research aimed to investigate the influence of bullying involvement and teacher-student relationship on student school engagement. For this, the present work is a compilation of two scientific manuscripts. The first paper presents a review of Brazilian and international literature on the influence of teacher-student relationship and bullying involvement on school engagement. The databases ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science and CAPES Periodicals Portal were consulted, from 2007 to November 2016, using the terms "teacher-student relationship", "bullying" and "school engagement", as well as their correlates in Portuguese. The inclusion criteria were scientific papers, in Portuguese or English, available online, which investigated an association between the variables of interest. 174 articles were found, of which 160 were excluded after reading the title and/or abstract, remaining 14 articles of the initial search. In addition, nine manuscripts known by the authors which did not appear in the initial search, but met the inclusion criteria, were added. Therefore, 23 articles were analyzed and results showed that teacher-student relationship and bullying involvement are correlated with student school engagement and may predict it. Thus, students who have positive teacher-student relationships tend to have higher school engagement, while students who have conflicting teacher-student relationships or have some bullying involvement tend to have lower school engagement. Furthermore, it has been identified that there is a lack of evidence regarding the simultaneous effects of bullying involvement and teacher-student relationship on school engagement. In this context, the second study was conducted, in which an explanatory model of school engagement was analyzed, considering the mutual influence of teacher-student relationship and bullying involvement. For this, 426 Brazilian Elementary School students (grades 6-9), from four public schools located in a city of São Paulo State, Brazil, answered the Escala de Violência Escolar – Versão Estudante (School Violence Scale – Student Version), Escala de Relação Professor-Aluno (Student-Teacher Relationship Scale) and School Engagement Scale. Results indicated that bullying involvement has a direct negative impact on school engagement, while teacher-student relationship has a direct positive impact on school engagement. In addition, bullying involvement and teacher-student relationship can simultaneously influence school engagement, and teacher-student relationship would mediate the impacts of bullying involvement on student school engagement. Results obtained in these two studies confirm the importance of promoting positive social relations in school. Keywords: bullying; teacher-student relationship; school engagement. / O engajamento escolar é essencial para a formação acadêmica, sendo definido como a relação entre aluno e suas experiências escolares. Desse modo, tem-se investigado fatores do contexto escolar que podem influenciá-lo, principalmente no que se refere a relações interpessoais entre membros da escola. Diante disso, a presente pesquisa teve como objetivo investigar a influência do envolvimento em bullying e da relação professor-aluno no engajamento escolar dos alunos. Para isso, o presente trabalho é apresentado na forma de textos científicos. O primeiro artigo apresenta uma revisão de literatura nacional e internacional acerca da influência da relação professor-aluno e do envolvimento em bullying no engajamento escolar. Consultou-se as bases de dados ERIC, LILACS, PsycINFO, Scielo, Scopus, Web of Science e o Portal de Periódicos da CAPES, com restrição de período de 2007 a Novembro de 2016, utilizando os termos “relação professor-aluno”, “bullying” e “engajamento escolar”, bem como seus correlatos em inglês. Os critérios de inclusão foram ser artigo científico, nos idiomas português ou inglês, ter disponibilização de texto completo online e investigar a associação entre as variáveis de interesse. Foram encontrados 174 artigos, sendo que 160 foram excluídos após leitura de título e/ou resumo, restando 14 artigos da busca inicial. Ainda, somaram-se nove artigos de conhecimento prévio das autoras que não apareceram na busca inicial, mas que atendiam aos critérios de inclusão. Assim, foram analisados 23 artigos e os resultados apontaram que a relação professor-aluno e o envolvimento em bullying estão associados ao engajamento escolar, podendo predizê-lo. Desse modo, alunos que possuem relações positivas com professores tendem a apresentar maior engajamento escolar, enquanto que alunos que possuem relações conflituosas com professores ou que se envolvem em bullying tendem a apresentar menor engajamento escolar. Ainda, identificou-se que há poucas evidências de efeitos simultâneos do envolvimento em bullying e da relação professor-aluno no engajamento escolar. Nesse contexto, foi realizado o segundo estudo, no qual se analisou um modelo explicativo do engajamento escolar, considerando a influência concomitante da relação professor-aluno e do envolvimento em bullying. Para isso, 426 alunos de 6º a 9º ano do Ensino Fundamental, de quatro escolas públicas do interior do estado de São Paulo, responderam à: Escala de Violência Escolar – Versão Estudantes (EVE), Escala de Relação Professor-Aluno (ERPA) e School Engagement Scale (Escala de Engajamento Escolar). Os resultados indicaram que o envolvimento em bullying tem impacto negativo direto no engajamento escolar, enquanto que a relação professor-aluno tem impacto positivo direto no engajamento escolar. Adicionalmente, o envolvimento em bullying e a relação professor-aluno podem influenciar concomitantemente o engajamento escolar, sendo que a relação professor-aluno mediaria os impactos do envolvimento em bullying no engajamento escolar dos alunos. Os resultados obtidos nesses estudos confirmam a importância de se promover relações sociais positivas na escola. / CNPq: 132770/2015-6

AN ABSTRACT OF THE DISSERTATION OF DAVID W. WHITFIELD, for the Doctor of Philosophy degree in COMMUNICATION STUDIES, presented on APRIL 2, 2018, at Southern Illinois University Carbondale. TITLE: CONDITIONS FOR SOCIAL CHANGE: THEORIZING CRITICAL COMMUNICATION PEDAGOGY WITH/IN THE CLASSROOM USING A LENS OF RELATIONAL SAFETY MAJOR PROFESSOR: Dr. Sandra Pensoneau-Conway Using the ten commitments of Critical Communication Pedagogy (CCP) as a grounding perspective, this research project investigates the teacher-student relational dynamic with an inquiry into the degree of safety students and teachers perceive in their shared relationship. Relational safety is a new term being introduced into the literature on reflexive and critical teaching practices. It is foregrounded in the belief that the classroom is a microcosm of the larger world and therefore can be a site of inquiry and interruption of mundane communication practices that may be oppressive and which might otherwise go unquestioned (Fassett & Warren, 2007). A combination of three methods were utilized. Classroom observations were conducted in all four face-to-face summer sections of the introductory public speaking course from the university's core curriculum. These observations were used to inform the questions used to interview participants. The data collected were from three (student) focus groups, four graduate teaching assistants (GTAs) interviews, and 23 individual student interviews. Findings revealed five major themes that are salient for the emergence and development of a teaching practice which nurtures feelings of safety in the teacher-student relationship: 1) affirmation; 2) dialogic worldview; 3) attention to bodies in space; 4) a balanced approach to humor, self-disclosure, and feedback; 5) the class evolves into a community of care. The dissertation concludes with a reminder that while social change is the ultimate goal of a critical, reflexive teaching practice that is future-oriented, teachers must always remain grounded in hope. Relational safety can emerge when critical educators embrace a belief that when teachers model reflexive communicative practices to/for their students, in turn they create a space for incremental shifts in language choices, critical discourse, and reflexive thinking that will evoke a desire in others to advocate for social change, communicate across cultural differences, and celebrate diversity