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Relationships of pupil perceptions of an individualized learning environment to personal characteristics and achievementJung, Harold Robert, January 1972 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1972. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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What's power and authority got to do with it? : making meaning from students' understanding of student-teacher relationships /Johnson, Claudia, January 2004 (has links)
Thesis (M.Ed.)--York University, 2004. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-96). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ99330
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Teaching-learning relationships how caring is enacted in computer-mediated communication /Kim, Minseong, Schallert, Diane L. Goldstein, Lisa S., January 2005 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Diane L. Schallert and Lisa S. Goldstein. Vita. Includes bibliographical references.
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Approachability of adults in secondary schools as selected by studentsHarris, Justine January 1969 (has links)
Because students may seek discussions most often
with approachable adults, and such discussions may be more
potentially helpful than discussions initiated otherwise,
approachability of adults on school staffs was studied.
Some potential correlates of approachability were examined:
sex and age of adults, similarity-dissimilarity of students'
and adults' value patterns, and adults' knowledge of particular students' value preferences.
Five hypotheses based upon the theories of Heider and
Newcomb, who postulated that persons are attracted to others
perceived as like, were formulated. A sixth hypothesis concerning
the relative importance of correlates was to be
investigated if the first five were supported.
Adults' approachability was studied for three kinds
(contexts) of serious discussions: (1) of an impersonal
problem, (2) of vocational choice, and (3) of personal problems.
Two kinds of value patterns, factual values and
normative/instrumental values, suggested by the theoretical
categories of Margenau and Rokeach were studied.
Grade-XII students and the adults known to at least
30 percent of them in each of five British Columbia secondary schools formed the sample. Approachability results were
based on 371 students making choices among 115 adults. An
adult's approachability score was formed by dividing the
times he was chosen for a context by the number of students
who knew him. In all schools, for all contexts, a small
number of adult Ss were very often chosen, about a third
chosen by a few students, and about 50 percent not chosen.
Results pertaining to hypotheses were:
1. Adults were chosen proportionately more often by
students of the same sex for vocational-choice and personal problems
contexts (p < .001, using chi square). In the impersonal-
topic context, male adults were chosen proportionately
more often by male and female students (p < .001 by chi square
test).
2. Youngest adults were not chosen proportionately
more often for any context. Adults in the 31-40 and 51-60
age ranges were those chosen proportionately more often in
most schools for all contexts (p < .001 by chi square test).
3. Students did not choose adults with similar
factual-value patterns proportionately more often: no relationship
was found between similarity of adults with students-
in-general who knew them and approachability, or
between mean value-pattern correlations of an adult with
students who chose and did not choose him. 4. Students did not choose adults with similar
normative/instrumental-value patterns proportionately more
often. Neither of the possible relationships noted in (3)
was found.
5. On the basis of results from a sub-sample of
27 adults, adults' more accurate knowledge of students'
value preferences was not related to their approachability.
A discussion of results included the following
points:
1. Students appeared to have made choices on the
basis of the adult's school role: social studies teachers,
most of whom were male, were often chosen for impersonal topic
discussions, suggesting that role rather than sex-similarity-dissimilarity led to disproportionate choices;
counselors were often chosen for the other two contexts,
and several of them were in the age ranges proportionately
more often chosen, suggesting that role, rather than age,
may have contributed to the disproportions.
2. Possible gaps in communication of adults' and
students' values to each other and/or weaknesses in instrumentation
may have contributed to the lack of clear
relationships between approachability and value patterns
and knowledge of students' value preferences.
Informal observations by the investigator during the
course of the study were listed , among them an apparent positive relationship between adult liveliness and approachability.
Further research was suggested on the correlates of
approachability of adults with similar roles, on adult
liveliness and approachability, and on students' perceptions
of adults' values and approachability. / Education, Faculty of / Graduate
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Aggressive behaviour of children as a function of classroom environmentZagnoev, Daphne Tessa 29 May 2014 (has links)
M.A. (Psychology) / This study was conducted in an attempt to determine whether children defined as predominating on traits of aggressiveness, assertiveness and submissiveness would model aggressive behaviour elicited by an aggressive teacher within a classroom situation. The experimental hypotheses were: 1. Aggressive children will become more aggressive with an aggressive teacher. 2. Assertive children will become neither more aggressive nor more compliant with an aggressive teacher. 3. Submissive children will become more submissive with an aggressive teacher. One hundred and ninety six primary school pupils in standard two and three were assessed for aggressiveness, assertiveness and submissiveness within their specific classrooms by means of a self - report inventory. The teachers of the classes were tested and assigned to either an experimental aggressive group or a nonaggressive control group. Each class then underwent observation in order to determine whether aggressive teachers had any effects on the aggressive behaviour of aggressive, assertive and submissive children in the normal classroom situation. The results of the study did not substantiate the hypotheses. It was found that aggressive teachers did not necessarily elicit aggressive responses from the children. These findings suggested that situational constraints inhibited aggressive behaviour.
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Implications of supportive and structured teaching for student and teacher behavior in k-8 classrooms serving predominantly black studentsJanuary 2020 (has links)
archives@tulane.edu / Positive school climate is associated with a broad range of student benefits across diverse student populations. However, Black1 students often report less positive perceptions of school climate than their peers, which could lead to decreased school engagement. One important aspect of school climate, teacher-student relationships, may promote positive student outcomes such as engagement. Specifically, supportive and structured teacher behaviors are associated with greater student engagement, which in turn may predict ongoing supportive and structured teaching, but current literature examining these associations underrepresents Black students and their teachers. The current study was completed in elementary and middle school classrooms in four New Orleans public charter schools with majority Black student populations. It was hypothesized that across grade levels and levels of teacher experience in education, supportive and structured teaching at the beginning of the year would be positively associated with student engagement at mid-year, and that mid-year student engagement would positively mediate the association between supportive and structured teaching at the beginning of the year and at the end of the year. Results supported the hypothesized association between beginning-of-the-year supportive and structured teaching and mid-year student engagement. However, results did not support the hypothesized association between beginning-of-the-year supportive and structured teaching and end-of-year supportive and structured teaching, nor was there a mediation effect of mid-year student engagement. The current findings extend the literature promoting supportive and structured teaching as an effective tool for student engagement to include classrooms with predominantly Black students. Results and implications are discussed in the context of supportive and structured teaching, student engagement, and the broader construct of school climate.
1The author of the current study notes the diversity of racial and ethnic backgrounds represented by individuals identifying as Black. As this racial group includes individuals with origins from any of the black racial and ethnic groups of the world, including those from African countries and the Caribbean, the current document adopts the terminology of Kena and colleagues (2015) and uses the term Black as an inclusive term representing these diverse groups. / 1 / Elizabeth McIntyre
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Relationship between selected teacher characteristics and student contact with teachers /Jones, Caroline Jessie January 1983 (has links)
No description available.
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The Student communication analysis (SCAN) system : its development and preliminary utilization /Abruscato, Joseph January 1970 (has links)
No description available.
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Teachers' understandings of pedagogic connectednessBeutel, Denise Ann Unknown Date (has links)
This thesis explores the nature of pedagogic connectedness and reveals the qualitatively different ways in which teachers in the middle years of schooling experience this phenomenon. The researcher defines pedagogic connectedness as the engagements between teacher and student that impact on student learning. The findings of this phenomenographic-related study are used to provide a framework for changes to pedagogic practices in the middle years of schooling.
Twenty teachers of years 7, 8, and 9 boys in an independent college in South-East Queensland participated in this study. Data were obtained through semi-structured interviews with these teachers and the interview transcripts were analysed iteratively. Five qualitatively different ways of experiencing pedagogic connectedness emerged from this study. These categories of description are linked hierarchically and are delimited from each other through six common dimensions of variation.
Teachers’ conceptions of pedagogic connectedness range from information providing through instructing, facilitating, guided participation to mentoring. The five different conceptions may be classified broadly as teacher-centred, transitional or student-centred. In the information providing conception, pedagogic connectedness between teachers and students is limited with teachers perceiving themselves as subject experts and providing few opportunities for student-teacher engagements. The most complex conception, mentoring, is characterised by partnerships between teachers and students in which teachers view themselves as more experienced equals. These partnerships extend beyond the confines of the classroom and beyond the years of schooling. In this conception, teachers describe teaching as an emotional activity with teachers demonstrating passion for teaching and learning. The findings of this current study extend earlier understandings of teacher-student mentoring relationships in the middle years of schooling. These expanded understandings may contribute to enthusing middle years students and re-engaging them with schooling during these vital years.
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Communication strategies teachers use to build successful relationships with studentsPia, Juliette. January 2010 (has links) (PDF)
Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 96-99).
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