Relevant bibliographies by topics / Relations with students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Relations with students'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 February 2023

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Journal articles on the topic "Relations with students"

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B., López Lazcano Sara, Medina Molina Yearim, and Rodríguez Cuellar Ruth. "Evaluation of Interpersonal Relations in University Students." International Journal of Trend in Scientific Research and Development Volume-1, Issue-5 (August 31, 2017): 62–66. http://dx.doi.org/10.31142/ijtsrd2230.

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CORNEA, Georgeta Gabriela. "EDUCATIONAL RELATIONS AND INTERACTIONS IN THE STUDENTS CLASS." SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 20 (June 18, 2018): 389–96. http://dx.doi.org/10.19062/2247-3173.2018.20.52.

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Hackenberg, Amy J. "Mathematical Caring Relations in Action." Journal for Research in Mathematics Education 41, no. 3 (May 2010): 236–73. http://dx.doi.org/10.5951/jresematheduc.41.3.0236.

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In a small-scale, 8-month teaching experiment, the author aimed to establish and maintain mathematical caring relations (MCRs) (Hackenberg, 2005c) with 4 6th-grade students. From a teacher's perspective, establishing MCRs involves holding the work of orchestrating mathematical learning for students together with an orientation to monitor and respond to energetic fluctuations that may accompany student–teacher interactions. From a student's perspective, participating in an MCR involves some openness to the teacher's interventions in the student's mathematical activity and some willingness to pursue questions of interest. In this article, the author elucidates the nature of establishing MCRs with 2 of the 4 students in the study and examines what is mathematical about these caring relations. Analysis revealed that student–teacher interaction can be viewed as a linked chain of perturbations; in student–teacher interaction aimed toward the establishment of MCRs, the linked chain tends toward perturbations that are bearable (Tzur, 1995) for both students and teachers.
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Kobayashi, Yoko. "Interethnic Relations between ESL Students." Journal of Multilingual and Multicultural Development 27, no. 3 (May 15, 2006): 181–95. http://dx.doi.org/10.1080/01434630608668774.

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Jałowiecka-Frania, Agata. "SOCIAL RELATIONS OF STUDENTS IN THE PEER GROUP." Zeszyty Naukowe Wyższej Szkoły Humanitas w Sosnowcu. Pedagogika 1(25) (June 30, 2022): 53–67. http://dx.doi.org/10.5604/01.3001.0016.0776.

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Relationships between an individual and the social environment are manifested in interests, goals or life transformations, which are an attempt to define one’s own “I” as an exploration of self-determination or identity. The source of identity is the individual ‘I’, the relational ‘I’, the family ‘I’ and the collective ‘I’. Individual “I” are personal qualities of a person that distinguish him from other members of the community. The collective “I” denotes the attributes that characterize an individual in relation to group membership. The article deals with issues related to the social relations of students in a peer group, taking into account the role of linguistic communication in establishing interpersonal contacts. The aim of the study is to emphasize the need to equip pupils with the skills to properly establish interpersonal relations. Thanks to these relations, students learn the norms functioning in society, assume the prevailing system of values and social roles played by individual members of the group.
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Grecmanová, Helena, and Lucie Blaštíková. "RELATIONS AMONG STUDENTS - SCHOOL CLIMATE FACTORS." Social Pathology and Prevention 3, no. 1 (October 1, 2017): 39–61. http://dx.doi.org/10.25142/spp.2017.003.

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Mikhaylenko, Tatiana Nikolaevna. "THE DYNAMICS OF STUDENTS FAMILY RELATIONS." Sovremennye issledovaniya sotsialnykh problem, no. 5 (August 14, 2015): 815. http://dx.doi.org/10.12731/2218-7405-2015-5-66.

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Giannikas, Vaggelis. "Public relations for computer science students." XRDS: Crossroads, The ACM Magazine for Students 18, no. 3 (March 2012): 6. http://dx.doi.org/10.1145/2090276.2090281.

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Parastiwi, Nadia, and Rini Darmastuti. "Universitas Kristen Satya Wacana students' understanding of public relations profession: A phenomenology." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 4, no. 3 (November 5, 2020): 650. http://dx.doi.org/10.25139/jsk.v4i3.2476.

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There have been various definitions of the Public Relation profession related to its purposes since its birth in the 1960s. The current research investigated is the meaning of the Public Relations profession for Public Relations students at Universitas Kristen Satya Wacana who, in the future, would work as Public Relations. This research was conducted using qualitative methods and a phenomenological approach. Three findings were presented in this article. First, the construction of the Public Relation profession depends on the body of knowledge, the ability to communicate and build relationships with the community, be creative, and have an attractive appearance. Second, the meaning of the Public Relation profession is constructed based on four references, namely the media and the surrounding community, materials and classes in higher education, from practitioners and developments in information technology. Third, the construction of the identity of the Public Relations profession through online shopping to improve self-image, obtain information on fashion developments, and the ability to select products selectively.
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R.Hasan, Asst Prof Dr Fatimah, and Dr Anjuman Muhamad Sabir. "Sentence Relations in the Writing of EFL Students at University Level." Journal of Zankoy Sulaimani Part (B - for Humanities) 11, no. 3 (January 30, 2000): 211–28. http://dx.doi.org/10.17656/jzsb.10229.

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Dissertations / Theses on the topic "Relations with students"

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Eryilmaz, Cevirgen Aysegul. "Causal Relations Among 12th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614970/index.pdf.

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The purpose of this study is to invetigate the causal relationships among 12th grade students&rsquo
geometry knowledge regarding prisms and pyramids, spatial ability, gender, and school type. Path analysis was used to test the relationships among knowledge factors (declarative, conditional, and procedural knowledge), spatial ability factors (spatial visualization, mental rotation, and spatial perception ability), gender (female and male), and school type (general high schools and Anatolian high schools). Knowledge factors and spatial ability factors were determined by carrying out confirmatory factor analysis for the Prisms and Pyramids Knowledge Test and Purdue Spatial Visualization Test separately. Results revealed the bilateral relations among students&rsquo
declarative, conditional and procedural knowledge
and the bilateral relations among spatial visualization, mental rotation, and spatial perception ability. When relations among spatial ability factors and knowledge factors were examined, the importance of the students&rsquo
spatial abilities on geometry performance was exposed explicitly. Spatial visualization and mental rotation ability have positive direct effects on all knowledge factors. Additionally, spatial perception ability have positive direct effect on declarative and procedural knowledge. On the other hand, school type has positive direct effects on students&rsquo
geometry knowledge factors and spatial ability factors. These effects exposed the superiority of students in Anatolian high schools in respect of students in general high schools. Moreover, direct effects of gender on mental rotation ability, spatial perception ability, and declarative knowledge were found. Although, results presented the male superiority in mental rotation and spatial perception abilities, direct effect of gender on declarative knowledge indicate the female advantage.
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Moraes, Olinda Martins. "Logical relations in students' written expression." reponame:Repositório Institucional da UFSC, 2012. http://repositorio.ufsc.br/xmlui/handle/123456789/75147.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras, Florianópolis, 1984.
Made available in DSpace on 2012-10-15T22:34:14Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T14:59:11Z : No. of bitstreams: 1 278071.pdf: 3744078 bytes, checksum: 2874a455e7a9b2dd5a697eae8053cf9f (MD5)
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Perkins, Kelly R. "A Q-analysis of gender differences in public relations students' ethical expectations of the public relations profession." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074538.

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This study attempted to determine whether or not there was a gender difference in students' ethical expectations of the public relations profession. Forty-two Ball State University public relations students participated. The students were given 49 statements that either supported or opposed a specific action that a public relations practitioner may take in an ethical dilemma, or a belief that public relations professionals may hold. Each student was asked to indicate how strongly he/she agreed or disagreed with each statement.The students' answers were analyzed using the QMETHOD factor analysis program. Two groups of individuals were defined: Factor I, "Female Dominated"; and Factor II, "Male Dominated." As the names indicate, the defining characteristic of these groups was the gender composition. The majority of females in the study fell into the first group, and the majority of the males in the study fell into the second group. Factor I z-scores were predominantly positive, whereas Factor II z-scores were predominantly negative-the results were close to perfect mirrors of one another. The findings supported the researcher's hypothesis that there is a gender difference in ethical expectations.
Department of Journalism
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Sundberg, Sharon Eloise. "The effect of a relationship-building activity on nursing student anxiety in the clinical setting." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27736.

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A pre-test post-test group design was used to determine whether student nurses who received a relationship-building intervention would rate their relationship with the instructor higher than those who received a placebo/ whether student nurses who received the intervention would have less state anxiety than those who received a placebo/ and whether there was a relationship between ratings of state anxiety and student-instructor relationships. The intervention was designed to occur over a three-day period. Data were collected from a homogenous sample of 30 control nursing students and 31 experimental nursing students. Effectiveness of the intervention was determined by measuring student anxiety levels using the State-Trait Anxiety Inventory (Spielberger/ Gorsuch/ & Lushene/ 1970) and by measuring the student-instructor relationship using the Relationship Questionnaire (adapted from Truax & Carkhuff/ 1967). Additional data were collected from a Stressful Event Questionnaire/ a demographic data form/ and a debriefing session with participating instructors. Analysis of data indicated a treatment main effect was statistically significant. Members of the experimental group rated the perceived relationship with the instructor higher than members of the control group. There was no significant difference between groups in their ratings of anxiety. There was a trend/ however/ for those in the experimental group to have lower state anxiety than those in the control group. Correlations between the student-instructor relationship scores and the anxiety scores were low but were in the anticipated negative direction.
Applied Science, Faculty of
Nursing, School of
Graduate
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Dowson, Martin, University of Western Sydney, of Arts Education and Social Sciences College, and School of Teaching and Educational Studies. "Relations between students' academic motivation, cognition and achievement in Australian school settings." THESIS_CAESS_TES_Dowson_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/729.

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The purpose of this research was to investigate relations between students' academic motivation, cognition, and achievement. In particular, substantial issues are investigated involving the interaction of students' academic motivation and cognition, and specifies how selected motivational and cognitive variables may influence student academic achievement. In order to do this, this study develops a causal model of student achievement which, using goal theory as a framework, incorporates both motivational and cognitive variables to account for students' academic achivement. In total, the results suggest that students' academic achievement may be both conceptualised, and operationalised, as the product of interrelations between key facilitating, motivational, and cognitive variables. Despite some limitations, the study suggests several positive directions for future research. These include, in particular, further investigation of the social goals identified, how these goals relate to students' academic cognition, and how selected social goals and strategies together influence students' academic achievement. There is also further scope to investigate the role of particular facilitating variables in 'driving' students' academic motivation and cognition. Thus, the present research provides an empirical basis from which future, complementary, research may be undertaken
Doctor of Philosophy (PhD)
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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations." Thesis, Ujitani, Eiko (2006) Intercultural relational development between Australian students and host Japanese students: a longitudinal study of students' socio-emotional experiences and interpretations. Professional Doctorate thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/375/.

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Since the 'Project of Accepting 100,000 Students from Abroad' was proposed by the Japanese government in 1983, the number of international students in Japan has increased dramatically to reach ten times the level of 23 years ago. Yet, despite the enhanced opportunities for international and local Japanese students to interact, there is evidence that meaningful intercultural interactions between the two groups have not taken place consistently (Hicks, 1988; Jou and Fukuda, 1995; Tanaka, et al., 1997). The aim of this research was to develop a better understanding of the process of intercultural relational development between international and Japanese students in a Japanese context. More specifically, the research aimed to identify elements which facilitate or inhibit the two groups' intercultural relational development over a period of time, the nature of socio-emotional challenges that are experienced along the way, and how these are interpreted by students themselves. Several interpersonal relationship theories, cross-cultural communication theory, and research on cross-cultural and intercultural relational development were reviewed to form the conceptual background of the research. In combination, they contributed to provide a holistic approach to studying the complex dynamic, interactive and reciprocal nature of intercultural relational development. Using naturalistic inquiry at a single site over a period of nine months, an empirical study investigated the intercultural relational development taking place among a small number of Australian and Japanese students who lived at the International House of a private Japanese university. Research methods included four semi-structured interviews with each participant, the use of various stimulus materials, including critical incidents to elicit multiple interpretations, as well as the researcher's continuous field observations. The study revealed some of the factors that facilitated and alternatively inhibited social interactions between the two groups, at different stages of their relational development. Students' spontaneous accounts of critical incidents, combined with their subjective interpretations of the same incidents provided insight into the socio-emotional challenges experienced by students in the process of intercultural relational development. Whereas most students' accounts and interpretations could be related to cultural background and experience, there was also evidence that some strategies for developing intercultural relationships as well as some interpretations of socio-emotional challenges were related to gender rather than cultural background. Unexpectedly, the research also found that social drinking was perceived by many students, across the two groups, as a facilitating factor at the early stage of intercultural development. Overall, the empirical study revealed that Japanese students experienced more socio-emotional challenges than Australian students. Differences in sense of humor and in perceived appropriateness of introducing conversational topics of a private nature were given special attention as these appeared to present major socio-emotional challenges for Japanese students. Both cultural background and gender seemed to have an impact on students' interpretations of these challenges. The thesis concludes with some suggestions for future research and for how intercultural learning between international students and host nationals could be enhanced in the Japanese context. Finally, the study makes a unique methodological contribution to research related to international students, through the use of a longitudinal design, a focus on situated experiences and socio-emotional challenges, and more generally, through a reciprocal approach to the study of intercultural relational development in the context of the internationalisation of higher education.
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Ujitani, Eiko. "Intercultural relational development between Australian students and host Japanese students : a longitudinal study of students' socio-emotional experiences and interpretations /." Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070423.145945.

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Kanaparthi, Ananth. "Relations Between Acculturation And Alcohol Use Among International Students." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/133.

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In the current study, 226 international students attending Florida International University responded to an Web-based questionnaire that assessed self-reported scores for: acculturation, acculturative stress, alcohol use patterns, perceived peer alcohol use, and perceived injunctive social norms for alcohol use. The purpose of the study was to evaluate structural relations among this set of variables using Structural Equation Modeling (SEM) via AMOS 17.0. The results of SEM analyses documented acceptable fit of a model which hypothesized that relations between acculturation and alcohol use variables are mediated partially by acculturative stress, perceived peer alcohol use, and perceived injunctive social norms. While significant path coefficients were documented for paths between (a) acculturation and acculturative stress and (b) acculturative stress and alcohol use, the coefficients had negative signs, contrary to existing studies investigating these relations among immigrant youth. While paths between (a) perceived peer alcohol use or (b) perceived injunctive social norms and participants’ alcohol use were significant, path coefficients between acculturation and either (a) perceived peer alcohol use or (b) perceived injunctive social norms were not statistically significant. In addition, multiple-group comparisons suggested that social support had a significant moderating influence on several significant paths in the structural model. Specifically, international students reporting higher social support reported lower scores for acculturative stress and alcohol use, in contrast to their counterparts who reported lower scores for social support.
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Kellogg, Karen. "An analysis of the collaborative programming between student affairs and alumni relations professionals at select post-secondary institutions in Missouri /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717177.

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Liang, Minqian. "Perceptions of public relations among Chinese and American college students : a comparative analysis." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/794.

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People throughout history have judged Public Relations critically. So, today, it is essential for PR professionals to know how the field is perceived. This research examines how college students in America and China perceive public relations. Four research questions were proposed to understand perception differences between the two countries, existing misconceptions against public relations, media influences and PR education. This study employed the survey method to find college students' perceptions of public relations in the U.S. and China. The study finds that college students believe that public relations practice is related to a broad range of specialized areas. Most of students view public relations as an important, ethical profession. However, some negative terms are still associated with public relations, such as "spin," that affect students' PR perceptions. In China, fewer students now relate public relations to the previously perceived escort service; and the Chinese cultural norm "guanxi" is considered to be an important element in PR practice. Comparative analyses show that American college students view public relations as a more positive, ethical, and well-developed profession than their Chinese counterparts do. Public relations, in Chinese students' mind, is far away from the well-developed stage. College students believe media, PR courses and internships influence their perceptions to a great extent. More Chinese students recognize the media impact, while more U.S. students value he education impact. This study affirms the importance and professionalism of public relations. At the same time, it provides crucial insights into the challenges that this field is facing in the two countries. No matter whether it is as a profession, or an academic discipline and a social contributor, public relations still needs to keep educating the public in the new decade ofthe 21st century.
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Books on the topic "Relations with students"

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Palmer, Adrian S. Personal relations, schooldays: Students' book. New York: Pergamon Press, 1985.

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Palmer, Adrian S. Personal relations, at the office: Students' book. New York: Pergamon Press, 1985.

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Bunzel, John H. Race relations on campus: Stanford students speak. Stanford, Calif: Stanford Alumni Association, 1992.

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Ghaill, Mairtin Mac an. Young, gifted, and Black: Student-teacher relations in the schooling of Black youth. Milton Keynes: Open University Press, 1988.

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Lampton, David M. A relation restored: Trends in U.S.-China educational exchanges, 1978-1984. Washington, D.C: Natinal Academy Press, 1986.

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Kotek, Joël. La jeune garde: Entre KGB et CIA, la jeunesse mondiale, enjeu des relations internationales, 1917-1989. Paris: Seuil, 1998.

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Peer leadership: A human relations process to reduce substance abuse and improve school climate. 2nd ed. Mountainside, N.J: T. Turney, 1994.

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National Association of Teachers in Further and Higher Education. Advice on consensual relations between staff and students: NATFHE advice. London: National Association of Teachers in Further and Higher Education, 1996.

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Theology of religions: A sourcebook for students. Mahwah, NJ: Paulist Press, 2008.

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Malcolm, Tight, ed. International relations. Amsterdam: Elsevier JAI, 2005.

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Book chapters on the topic "Relations with students"

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Eaton, Laurie Stolmack. "Peer Relations Skits." In Engaging Social-Emotional Skits for Gifted Students, 46–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003264491-5.

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Lightfoot, Simon. "Developing Research Literacy in Students." In Teaching Politics and International Relations, 198–209. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137003560_15.

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Itoh, Mayumi. "Chinese Students Protest Movement." In The Origins of Contemporary Sino-Japanese Relations, 97–114. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137566164_7.

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Middleton, Dave. "The Loneliness of the Long-Distance Student: Supervising Students You Rarely See." In Teaching Politics and International Relations, 226–35. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137003560_17.

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Benbassat, Jochanan. "Doctor–Patient Relations." In Teaching Professional Attitudes and Basic Clinical Skills to Medical Students, 47–53. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20089-7_6.

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Corneliussen, Hilde G. "Variations in Gender-ICT Relations among Male and Female Computer Students." In Gender-Technology Relations, 84–110. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230354623_4.

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Osipovskaya, Elizaveta, and Svetlana Miakotnikova. "Using Gamification in Teaching Public Relations Students." In The Challenges of the Digital Transformation in Education, 685–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_64.

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McCabe, Janice. "Peer relations and friendship among postsecondary students." In Routledge Handbook of the Sociology of Higher Education, 132–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003262497-13.

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Gu, Mingyue Michelle. "Family Acculturation, Parent Style, and Ethnic Minority Students’ Identity Construction in Hong Kong." In Home-School Relations, 155–74. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0324-1_9.

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Smith, Heather A., and Yahlnaaw. "Disruption as Reconciliation: Lessons Learned When Students as Partners Become Students as Teachers." In Teaching International Relations in a Time of Disruption, 37–48. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56421-6_4.

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Conference papers on the topic "Relations with students"

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Du, Zhenxin, Jiaqi Guo, Jiahua Wang, and Leyi Xie. "Relation Between Gender Role and Interpersonal Relations of Chinese College Students." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.044.

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Hanganu, Anastasiya Dmitrievna. "The problem of international relations in initial school." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111701.

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Almahraj, Yazeed. "Public Relations and Culture in Saudi Arabia." In Eighth Saudi Students Conference in the UK. IMPERIAL COLLEGE PRESS, 2015. http://dx.doi.org/10.1142/9781783269150_0001.

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Nikitin, M. E., and I. ZH SHahmalova. "Research of the level of interpersonal relations of student-teachers." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-68.

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Shuliak, A. N. "Establishment of relations between parameters of drilling regimes with physical and mechanical properties of rocks." In All-Russian scientific-practical conference of young scientists, graduate students and students, chair N. N. Grib. Технического института (ф) СВФУ, 2018. http://dx.doi.org/10.18411/a-2018-95.

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Paisilazarescu, Mihaela, and Maria magdalena Stan. "DIMENSIONS OF INTERPERSONAL RELATIONS IN E-LEARNING." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-009.

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Making use of activities of e-learning type has an effect on not only learning activities, but it also has positive and negative implications upon the personalities of the participants at this activity. The fact that the teachers and the students do not meet face to face leads to the apparition of a series of particularities of the traditional teacher-student relationship. The learning systems in electronic format based on interactivity represent one of the ways of diversifying and multiplying of interpersonal relationships. The interpersonal relationships among which we can mention the teacher-student relationships manifest as interactions between individuals that lead to information, material and affective exchange. This paper starts from the idea that in the context of using the computer in the learning activity, the traditional interpersonal relationships, including the teacher-student relationships gain new dimensions, and it focuses on a comparative analysis of this relationship. The analysis has been made from the perspective of the identification of the characteristics of the teacher-student relationships in e-learning at different ages in different educational environments, both from the teacher's perspective and from the students'. Implicating the computer in education does not diminish or exclude the role of the teacher and the relationship with other students. The teacher has a remarkable contribution, but not in the traditional way. The independence granted to the one that is learning does not exclude the role of the teacher and the communication with the others. The lack of the face-to-face human contact, considered essential for human socializing is compensated by major positive effects of colaboration and cooperation which enlarge the area of human contacts. The psychosocial perspective in e-learning stimulates the process of socializing and learning through cooperation and diversifies the nature of relationships of interpersonal communication. The cooperation through e-learning favours not only individual responsibility, but also the development of social abilities.
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Bautin, Denis Aleksandrovich. "School as an institute of public relations in modern pupil's perception." In International Research-to-practice Conference for students. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-113017.

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Zhou, Yiqiu. "Applying Baumrind’s Theory to Chinese International Students." In 2021 International Conference on Public Relations and Social Sciences (ICPRSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211020.204.

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Stancu, Maura. "Improving Interpersonal Relations In Students Using Specific Motric Activities." In EduWorld 2018 - 8th International Conference. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.08.03.263.

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RAWAL, ARPANA, JYOTI SINGH, and MAMTA SINGH. "Students Academic Counseling from Attribute Precedence Relations using EDM." In Third International Conference on Advances in Information Processing and Communication Technology - IPCT 2015. Institute of Research Engineers and Doctors, 2015. http://dx.doi.org/10.15224/978-1-63248-077-4-10.

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Reports on the topic "Relations with students"

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Berggren, Erik, ed. Master in Ethnic & Migration Studies: Migration from Ukraine. Linköping University Electronic Press, September 2022. http://dx.doi.org/10.3384/9789179295103.

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This report is made by students at the International Master’s Programme in Ethnic and Migration Studies (EMS), Campus Norrköping, Linköping University (LiU). Every Spring we give the first-year students the task to apply their knowledge in migration and ethnic relations on a chosen topic. The report is produced during few weeks by the students themselves. This is the sixth issue of REMS – Reports from the Master of Arts program in Ethnic and Migration Studies. This year we focus on the ongoing war in Ukraine and specifically its consequences for Ukrainian refugees fleeing the war, as well as on the Swedish and European reception of refugees. We cover far from all, but some important, aspects of the ongoing catastrophe this war entails for everybody involved. Despite a feeling of powerlessness and despair when war takes over and seem to block our capacity to think and act, it is even more important that intellectuals, researchers, and students, stick to the pens and insist on trying to understand, continue to analyse and investigate what is going on.
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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.
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Khvostina, Inesa. Proceedings of the 2019 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019). Edited by Liliana Horal, Vladimir Soloviev, and Andriy Matviychuk. Atlantis Press, 2019. http://dx.doi.org/10.31812/123456789/3614.

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The Ivano-Frankivsk National Technical University of Oil and Gas will hold the 7th International Conference on Modeling, Development and Strategic Management of Economic System (MDSMES 2019: http://mdsmes.nung.edu.ua/), which will take place on October 24-25, 2019 in Ivano-Frankivsk National Technical University of Oil and Gas, Ivano-Frankivsk and Polyanytsia village (TC Bukovel), Ukraine. The purpose of the Conference is to exchange the experience and share the results of the scientific research, generalization and development of policy recommendations based on the strategic management of economic systems as well as development partnerships for the future collaboration. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted a significant contribution to the knowledge in these up-to-date scientific fields. We invite scientists, practitioners, teachers of educational institutions, doctoral students and graduate students to participate in the conference. The Organizing committee would like to express our sincere appreciation to everybody who has contributed to the conference. Heartfelt thanks are due to authors, reviewers, participants and to all the team of organizers for their support and enthusiasm which granted success to the conference. Hopefully, all participants and other interested readers benefit scientifically from the proceedings. We look forward to seeing you in the MDSMES 2019. We hope that this conference will be an annual event so we look forward to seeing you at MDSMES 2020. The Organizing Committee of MDSMES 2019
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Mahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms, and Julia Morris. Furniture for Engagement. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124374.

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The aim of the study was to explore the impact of furniture and spatial settings on teachers and students. Drawing on a case study action research approach involving surveys, two primary schools (Frangipani and Jasmine Primary School) within the Sydney Catholic Schools were involved as case study sites. This report provides a summary of the findings of the impact of furniture and spatial settings on teacher efficacy, teacher mind frames, student learning and student engagement as well as perceptions of students on the furniture and spatial settings. In summary, teachers’ perceptions of their mind frames, student learning and engagement increased after the introduction of furniture in the prototype learning environment. For one teacher, the perception of their efficacy did not improve after the implementation of the prototype space and furniture. In terms of students’ perceptions of the furniture, a large proportion of students agreed that they enjoyed learning and are more motivated to learn because of the new furniture. At Jasmine Primary School, a fifth of students felt that they were not motivated to learn because of the new furniture. Further in-depth study is required to find out the underlying reasons for this. Key themes that emerged from the qualitative data on the furniture and spatial settings focus on characteristics of furniture that afforded comfort, improved concentration and auditory qualities, supported collaboration, and capacity for choice. These are important considerations to drive decisions in school designs and furniture purchases. The importance of good furniture in a learning space cannot be underestimated. New learning environments and furniture demand and create new possibilities for teacher practices and student learning. The findings of the study, whilst limited in its scale, provides three crucial considerations relating to the importance of prototyping, professional learning and longitudinal data. These carry ramifications for wider understanding and future research. Future inquiry in these three key areas can provide the much-needed evidence to support schools’ transition into new learning environments.
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Xiong, Juan, Jianlin Wen, Songrui Zhang, Guangshu Pei, and Xu Han. Effect of immersive technology on K-12 and higher education students’ creativity: A systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, January 2022. http://dx.doi.org/10.37766/inplasy2022.1.0108.

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Review question / Objective: (1) What are research findings on the relation between immersive technology and creativity in higher education? (2) Is immersive technology conductive to improving students’ creativity? (3) To what extent does immersive technology affect students’ creativity? (4) Are there significant differences in moderating variables such as type of intervention, subject, grade level, time, and team or individual? (5) What are future research directions regarding the educational use of immersive technology based on the reviewed literature? Condition being studied: Creativity is recognized as a crucial 21st-century skill, and immersive technology can stimulate students' creativity.
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Carl, Michael. The correlation of factors relating to the selection and retention of student teachers at Portland State University. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.602.

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Cunningham, Miranda. Bridging the Worlds of Home and School: a Study of the Relational Worlds of First-Generation Students in a School of Social Work. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3083.

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McKnight, Katherine, Nitya Venkateswaran, Jennifer Laird, Rita Dilig, Jessica Robles, and Talia Shalev. Parent Teacher Home Visits: An Approach to Addressing Biased Mindsets and Practices to Support Student Success. RTI Press, September 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0077.2209.

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Research has shown educators’ implicit biases to be a key factor in creating and perpetuating disparities in students’ experiences of schooling, learning, and longer-term outcomes, including job opportunities, wealth, and health. Current school reform and transformation efforts are aimed at addressing institutionalized racism in school policies, practices, and cultural systems by implementing implicit bias training for teachers and staff. In this paper, we explain how a school home visits program, Parent Teacher Home Visits (PTHV), is a promising intervention for counteracting implicit biases and improving outcomes for families and students. The PTHV “relational” home visit model focuses on promoting mutually supportive and accountable relationships between educators and families. We present data from a study examining the experiences of 107 educators and 68 family members who participated in PTHV, showing how educators shifted their deficit assumptions about families and students. Although the PTHV model was not created to address implicit biases, we found that the key components of these home visits align with strategies that psychological research has demonstrated effectively counteracting implicit biases and reducing discriminatory behaviors.
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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Holmberg, Per. Om lekfullhet och disciplin i forskningen. Linköping University Electronic Press, December 2022. http://dx.doi.org/10.3384/9789179295776.

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Men för att ringa in begreppen lekfullhet och disciplin, behöver jag först ta er med till en lägenhet i Göteborg, närmare bestämt i övre Guldheden. Där, i en kökssoffa allra längst upp i hörnlägenheten med utsikt över hela staden, tillbringade jag en stor del av min uppväxt. Anledningen var att jag hade kommit till lite väl tidigt i mina föräldrars relation. De hade just tagit studenten – och det var stort – men sedan kom det ett hot mot den unga familjens klassresa. Och det hotet var jag. Därför ryckte min morfar och mormor ut, och hämtade mig till sin kökssoffa...
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