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Dissertations / Theses on the topic 'Relationship between teachers and students'
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1
Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.
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This study examined the influence of selected student
variables (learning style , age, sex, nationality
(birthplace), academic achievement, and social class) on the
ranking of twelve teacher characteristics. 246 ACT TAFE
Associate Diploma in Business students formed the sample.
Results were compared with a similar study by Travis (1987)
of secondary students in Canada and USA.
The extent to which different groups of students prefer
different teacher characteristics has important implications
for the growing practice of student rating of teachers'
effectiveness. This practice (operating under a psychometric
paradigm) currently assumes that any differences of opinion
between student raters are the result of student
carelessness (random error) or bias (systematic error). The
possibility that these differences of opinion are the result
of systematic variation, based on differences between
students, is not countenanced.
This study demonstrated significant (p=<0.05) systematic
variations on four of the six variables studied (age,
academic achievement, nationality and social class) in the
way that respondents ranked one or more of the teacher
characteristics. Comparisons with Travis's results showed
marked differences both in the overall ranking of the twelve
teacher characteristics and in the influence of student
variables on the ranking of individual teacher
characteristics. While Travis also showed that some student
variables influenced the ranking of teacher characteristics,
different relationships are evident. Travis's respondents
emphasised the importance of good, supportive relationships
with their teachers, while in this study, instrumental
characteristics were preferred. This suggests a range of
preferred characteristics across student populations.
Within both studies there is a wide range of opinion as to
the importance of all twelve teacher characteristics. More
than half of the present sample also suggested a range of
additional characteristics which they believed influenced
their learning. These findings support the view that
different students prefer different teachers. They suggest
that some student variables may have a greater influence
than others (e.g. academic achievement level) and that there
may similarly be more agreement on some teacher
characteristics (e.g. Knowledgeablity) than others.
Users of student ratings of teacher effectiveness should be
aware of the paradigmatic limitations of aggregated student
scores. Validity might be improved by using teacher
characteristics which raters agree are important and by
grouping raters for influential student variables.
2
Perkins, Gwendolyn Moseley. "The Relationship between Teacher Attrition and Student Achievement in Reading among Middle School Students." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011806/.
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The purpose of this study was to determine whether a significant relationship existed between teacher attrition and student success in middle school reading by conducting a quantitative analysis. Additionally, the inclusion of school demographic characteristics were included in the model to consider previous findings referencing the challenges schools face in attracting and retaining teachers in low performing urban schools with high populations of economically disadvantaged and minority students. In this analysis, the relationship between teacher attrition and student achievement in middle school as measured by the State of Texas Assessments of Academic Readiness (STAAR) for reading among middle school students in Grades 6, 7, and 8, as reported on the Texas Academic Performance Reports (TAPR), were examined. The regression models used to analyze the three research questions addressed in the study include an examination of teacher attrition on campus pass rates, and grade level pass rates for sixth, seventh, and eighth grades as measured by the STAAR Reading assessment. The data utilized in this study were collected from seven North Texas middle schools in a fast growth school district together with their comparable campuses as identified by the Texas Education Agency for the school years 2013-2014 through 2015-2016. The results of the analysis indicate teacher attrition accounts for a significant variance in STAAR Reading pass rates among middle school students. Additionally, the school demographic characteristics defined as percentage economically disadvantaged, percentage English language learners, mobility rates, and percentage white students account for 83.4% of the variance in the average campus pass rates for STAAR Reading when combined.
3
Schwartz, Harriet L. "Thankful learning a grounded theory study of relational practice between master's students and professors /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1247833338.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed October 7, 2009). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2009."--from the title page. Includes bibliographical references (p. 179-187).
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Knapp, Jennifer L. "Instructors and their students the relationship between out-of-class communication, student communication motives, student motivation, and instructor job satisfaction and motivation /." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=6017.
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Egan, Amanda Egan. "Relationship Between Teachers' Use of Academic Progress Data and Students' Test Scores." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3393.
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A small private secondary school in Mexico implemented periodic progress testing with the intention of individualizing education of its students. The relationship between teachers' use of Measures of Academic Progress (MAP) data and students' mathematics and reading gain scores was not known. The purpose of this study was to determine whether the frequency of teachers' use of MAP data or student profiles was related to students' MAP mathematics and reading test gain scores between 2 years of test administrations. The theoretical framework for the study was Dewey's, Kolb's, and Vygotsky's ideas on pragmatism and constructivism, which support students' opportunities for growth in learning through realization of their strengths and talents. The mathematics and reading MAP gain scores of 76 students were examined, along with 8 teachers' responses from a questionnaire on teachers' frequency of use of MAP data or student profiles. Data were analyzed using analyses of variance. Results indicated significant differences in students' MAP gain scores in reading when their teachers reported using MAP data at least once per week (F = 4.086, p = 0.001) or online student profiles at least once per month (F = 3.638, p = 0.013). Targeted training videos and materials were created to support teachers' use of MAP results to inform instruction at the study site. Implications for social change include encouraging teachers and administrators to meet the individual needs of students, which may result in increased student reading and mathematics scores, graduation rates, and latitude in vocation selection.
6
Booren, Leslie M. "An exploration of the relationship between students' and teachers' perceptions of school safety and the importance of safety strategies." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/l_booren_040307.pdf.
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Angthong, Nattakarn. "Relationship between background knowledge and reading comprehension of teachers-college students in Thailand." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332475/.
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The purpose of this study was to investigate the role of background knowledge on Thai teachers-college students' reading comprehension in relation to topic familiarity, reading ability in English as a Foreign Language, and the amount of time required for reading familiar and unfamiliar passages.
8
Beaman, Robyn. "Behavioural interactions in secondary classrooms between teachers and students what they say, what they do /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/13114.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006.Bibliography: leaves 458-476.
Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms.
The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students.
Mode of access: World Wide Web.
vi, 500 leaves
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Simonis, Joan Marie Anne. "Relationship between music educators' ethical awareness and students' sense of belonging and academic achievement." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1245351549.
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Anderson, S. Eric (Steven Eric). "The Relationship Between Student Evaluation of Instruction and Selected Predictors." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278530/.
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The study attempted to determine the relationship between student evaluation of instruction and institutional performance ratings with the following predictors: faculty job satisfaction, faculty attitudes toward the evaluation process, faculty attitudes toward factors associated with the evaluation process, and faculty characteristics.
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Kight, Jason S. "The relationship between training and experience and general educators' attitudes toward the inclusion of students with disabilities." Morgantown, W. Va. : [West Virginia University Libraries], 2008. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5928.
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Thesis (Ed. D.)--West Virginia University, 2008.Title from document title page. Document formatted into pages; contains ix, 94 p. Includes abstract. Includes bibliographical references (p. 73-81).
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Palmer, Tessa M. "Cultural Constructions of Sexual Relationships Between Female Teachers and Male Students." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1588248428196617.
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Parker, Lydia Romelle Bigby. "The relationship between teachers' collegial interactions and student academic achievement /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Brown, Nelson. "Relationship Between Teachers' Concerns Toward Data Meetings and Student Achievement." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5057.
Full textAbstract:
Schools that employ data-driven instructional techniques and policies also tend to employ data meetings, in which teachers and other stakeholders exchange ideas, form agendas, and otherwise, apply data-derived insights that result in pedagogical action. The problem investigated in this study was that the local district has not yet measured the effectiveness of these data meetings. The purpose of this correlational study was to measure the relationship between teachers' concerns about data meetings and students' performance in math as measured by the change scores on the Standardized Test for the Assessment of Reading (STAR) test in a North Alabama school. The theoretical framework was Astin's student engagement theory, which hypothesizes that students' academic improvements are caused by a link between higher levels of teacher concern related to key aspects of pedagogy and student engagement. A linear regression was conducted to measure the relationship between the concerns of 53 teachers regarding data meetings and the change scores of their students on the STAR math test from one year to the next. The results indicated a significant (p < .05) positive correlation between teachers' concerns about data meetings and STAR math test scores, with variation in readiness associated with 68% of variation in math scores. Therefore, more attention should be paid to increasing teachers' concerns toward data meetings. Doing so can produce positive change for students who, because of improved math outcomes, will do better in school and in the employment market.
15
Holt, Judith Suzanne Lemley. "The relationship between pupil control ideology and typology of teacher referrals /." Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9330025.
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Weber, Richard Newton. "The relationship between cooperating teachers' feedback styles and the intrinsic motivation of student teachers." W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618830.
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This research sought to answer the question: Does the relationship between supervisors' feedback styles and supervisees' levels of intrinsic motivation and the subscales of intrinsic motivation, found in other settings, exist in student teaching? The sample consisted of 252 student teachers from Old Dominion University and their cooperating teachers. This group included all of the spring, 1991, semester student teachers who chose to participate (30 chose not to) and represented a wide variety of cultural and economic backgrounds.;A correlational methodology was used, employing Pearson's r values for the relationships between cooperating teachers' feedback styles as measured on the Cooperating Teacher Questionnaire and total intrinsic motivation and each of four subscales (Interest-Enjoyment, Effort-Involvement, Pressure-Tension, and Competence) of the Intrinsic Motivation Inventory. Significant changes were recorded in intrinsic motivation and each subscale of the inventory from pretest to posttest in the seven week student teaching placement; however, only Effort-Involvement was found to correlate at a significant level (p {dollar}<{dollar}.05) with feedback style. The study provided data on the entry motivation and changes in the motivation of student teachers, and piloted the Cooperating Teacher Questionnaire for measuring cooperating teachers' feedback styles.
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Simms, Andrea P. "The Relationship Between Teachers' Causal Attributions for Student Problem Behavior and Teachers' Intervention Preferences." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1400093748.
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Tang, Lai-luen. "Exploring the role of cultural capital in forming the relationship between teacher expectation and academic achievement." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20264550.
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FONTANIVE, NILMA SANTOS. "THE TEACHERS TRAINING CONTRIBUTES TO INCREASE STUDENTS LEARNING?: A STUDY OF THE RELATIONSHIP BETWEEN TEACHER QUALIFICATION AND THE PERFORMANCE OF STUDENTS IN ELEMENTARY SCHOOL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14755@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOREsta pesquisa procurou identificar se o aumento das médias de proficiências dos alunos do Ensino Fundamental do Estado do Tocantins verificado entre os anos de 2001 e 2007 poderia ser explicado pela melhoria da qualidade dos professores de Língua Portuguesa e de Matemática que participaram das atividades de capacitação promovidas pela Fundação Cesgranrio nos anos do estudo. A relação entre qualidade docente e desempenho cognitivo de alunos não são fáceis de estabelecer ou de medir, embora no atual cenário da pesquisa já há bastante evidências de que o professor é o mais importante fator escolar explicativo do desempenho dos alunos. O Programa de Capacitação conduzido durante seis anos enfatizou a aquisição de habilidades docentes centradas no desenvolvimento do ensino participativo e do trabalho em grupos cooperativos com os alunos, acompanhada de aplicações periódicas de avaliações formativas para monitorar o progresso dos alunos. A proposta de mudança da prática docente na sala de aula foi apoiada pela distribuição sistemática de material didático, composto de guias de orientações e de livros para o professor, além de cadernos de exercício para os alunos. Com o objetivo de investigar se houve efeitos positivos do programa de capacitação de professores no desempenho dos alunos foi realizada uma pesquisa de campo com 518 docentes que nos anos de 2007 e 2008 estavam matriculados na 1ª etapa do curso de Pós Graduação lato sensu em Avaliação Escolar nas áreas de Língua Portuguesa e de Matemática. As respostas obtidas com os questionários aplicados deram origem a variáveis de participação e uso do material didático que mediante análises de regressão mostraram impactos no desempenho dos alunos. Os resultados encontrados comprovaram a hipótese colocada no início da pesquisa que o programa de capacitação docente aumenta a aprendizagem dos alunos da 8ª série do Ensino Fundamental nas escolas que têm professores de Matemática com alto grau de participação no Programa de Capacitação e professores de Língua Portuguesa que disseram usar frequentemente o material didático distribuído. Nas conclusões deste trabalho foram discutidas as dificuldades de conduzir programas de capacitação com um modelo de intervenção nos resultados acadêmicos dos estudantes de um sistema educacional concreto, mediante propostas de mudanças da qualificação docente e o simultâneo acompanhamento do desempenho dos alunos por um período de tempo relativamente longo. Entretanto, o estudo possibilitou retirar da experiência particular do Tocantins sugestões e recomendações mais gerais e extrapoláveis às políticas públicas de educação continuada voltadas para melhorar a qualificação docente e aumentar o desempenho cognitivo dos alunos.
This research sought to identify if the increase in average proficiency of pupils in basic education in the State of Tocantins occurred between the years 2001 to 2007 could be explained by improved qualification of Mathematics and Portuguese teachers who participated in training activities promoted by the Cesgranrio Foundation in the years of study. The relationship between teacher quality and cognitive performance of students are not easy to establish or measure, but in the current scenario of the research in the area of teacher effectiveness there is some evidence that the teacher is the most important factor explaining the performance of school students. The program of training conducted over six years emphasized the acquisition of knowledge and skills focused on participatory instruction and work in cooperative groups with students, accompanied by periodic applications of formative assessments to monitor progress of students. The proposed change in teaching practice in the classroom was supported by the systematic distribution of instructional material consisting of books for teacher and booklets of exercises for students. To evaluate the positive effect of the training program on students performance a research was conducted with 538 teachers who were enrolled in the first stage a lato sensu graduate program in School Evaluation in the areas of Mathematic and Portuguese. Variables defining participation and use of instructional material were derived from two questionnaires answered by the teachers These variables were shown to be correlated to the mean performance of students at their schools in 2007 controlled by the mean performance in 2001 and the results confirmed the hypothesis posed at the beginning that teacher training program can increase students learning at the eighth grade. Teachers that have a high degree of participation in the training program in Mathematics and frequent use of the instructional material distributed in Portuguese were positively correlated to improved performance. The conclusions of this work discuss the difficulties of conducting training programs, as a model for intervention in the academic performance of students in a concrete educational system. A program to improve teacher’s quality and simultaneous monitoring of student’s performance for a long period of time is not easy to implement. However, the study has drawn, from a particular experience at the State of Tocantins, suggestions and recommendations and extrapolated to the broader public policy of continuing education aimed to increase teacher quality and improve cognitive performance of students.
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Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.
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Blair, Jennifer Johnson. "Examining the relationship between preservice teachers' epistemological beliefs and conceptions of teacher identity within the boundaries of teacher education discourse communities." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/blair/BlairJ1209.pdf.
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A teacher's epistemological beliefs define the boundaries of his or her worldview and conceptualization of teacher identity. It is, therefore, essential that teacher educators support the development of sophisticated epistemological beliefs among preservice teachers. Prior studies have suggested that epistemic development may be hindered by emphasis placed on the performance of a socially constructed normative teacher identity within teacher preparation programs. This phenomenological study, which examines the relationship between preservice teachers' epistemological beliefs and their beliefs regarding normative teacher identity at different points in their teacher education program, aims to provide insight into how teacher preparation programs may better support the development of more sophisticated epistemological beliefs among preservice teachers. Data was collected from 40 preservice teachers at Montana State University using a survey instrument created for this study and interpreted through a process of discourse analysis. The individual preservice teachers studied expressed epistemological beliefs and conceptions of teacher identity that were contradictory without ever acknowledging or attempting to explain these contradictions. This suggests that the participants may not have actually developed their own beliefs through a process of consideration or inquiry, but instead have received them during their time in the teacher preparation program. The results of this study suggest that interventions focused on reflection upon theory and practice will continue to be ineffective as long as the preservice teachers continue to reflect upon these ideas through the lens of undeveloped epistemological beliefs situated within the context of a received teacher identity.
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Rust, David Allen. "RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE OF TEACHERS AND STUDENT ACADEMIC ACHIEVEMENT." UKnowledge, 2014. http://uknowledge.uky.edu/edl_etds/8.
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Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement.
Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement.
This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.
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Picklesimer, Tammie L. "The relationship between teachers' perceived levels of cultural difference and their expectations of culturally diverse students." Thesis, University of Hawaii at Manoa, 2003. http://hdl.handle.net/10125/6927.
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Culturally diverse students are disproportionately referred to special education programs. Research suggests that referrals may be based on inappropriate assessments, socioeconomic status, low expectations, and negative teacher biases. The purpose of this study was to determine if there was a relationship between teachers' perceived level of cultural difference and their expectations of culturally diverse students. A Likert-type survey was utilized to gather information from teachers across the United States. The findings concentrated on reporting data that indicated the level of similarities or differences the teachers felt towards culturally diverse students and how those feelings affected expectations. A comparison was also conducted to determine if multicultural training increased cultural competence, thus positively influencing teachers' perceptions.vii, 67 leaves
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Reilly, Barry M. Lugg Elizabeth T. "Teacher compensation and student achievement the relationship between salaries & benefits and ISAT & PSAE composite scores /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1441197951&SrchMode=2&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1216233095&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Title from title page screen, viewed on July 16, 2008. Dissertation Committee: Elizabeth Lugg (chair), Joseph M. Pacha, Zeng Lin, Neil Sappington. Includes bibliographical references (leaves 163-170) and abstract. Also available in print.
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Carter, Pamala J. Noblit George W. "Defining teacher quality an examination of the relationship between measures of teachers' instructional behaviors and measures of their students' academic progress /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1710.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Education." Discipline: Education; Department/School: Education.
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Hitt, Sara Beth, Charles L. Wood, and Angela I. Preston. "Positive Connections: Building Relationships Between Teachers and At-risk High School Students." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4061.
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Presenters will share Positive Connections, a school-wide intervention that addresses educational outcomes of secondary students at risk for school failure by (a) providing a list of at-risk students, (b) prompting staff and student interaction, (c)helping to create support teams, and (d) providing opportunities for early intervention and dropout prevention.
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Chan, Shirley Ming Wai. "The relationship between South Asian students and their teachers : a narrative inquiry in the Hong Kong context." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707757.
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Washington, Jeffery. "The Relationship Between Differentiated Instruction and 11th-Grade Students' Academic Performance." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5286.
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In 2007, the state of Georgia answered the call of the No Child Left Behind Act of 2001 with training that introduced differentiation instruction in the classroom. However, to date, few studies have investigated whether differentiated instruction in Georgia high school classrooms are associated with student success. The purpose of this quantitative study was to fill this gap in the literature by determining whether a significant relationship existed between levels of differentiated instruction and 11th-grade student scores on the standardized End-of-Course Tests (EOCTs) in a Georgia high school. The modern concept of differentiated instruction to improve pedagogy and erudition constituted the theoretical foundation for this study. The purposeful sample for the study included 15 teachers and 323 EOCT scores. Classroom differentiated instruction was assessed using 3 months of archival data from the Georgia Teacher Assessment Performance Standards (TAPS) rubric, such that each teacher received a differentiated instruction score based on each classroom of students (independent variable). Student success on standardized tests was operationalized as 11th-grade student scores in each classroom on the EOCT (dependent variable). Teacher TAPS scores and corresponding student EOCT scores were high, but due to a lack of variability in the data, a significant positive relationship could not be shown. Teachers indicated positive attitudes toward differentiated instruction in the classroom and reported that areas of need for implementing differentiated instruction were resources and administrator support. The implications for positive social change include the potential to create stronger support systems (consisting of educators, students, parents, administrators, and the community) for differentiated education, in order to enhance student academic achievement.
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Jackson, Cassandra J. "The relationship between pupil control ideology/pupil control behavior and academic achievement in middle school students." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1290971.
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Castellon, Marianne. "Relationship Between Teachers' Perceptions of Principal Leadership Behaviors And Instructional Choices of Reading Interventions For At Risk Students." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195411.
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Reform is a way of professional life for principals and teachers in our school systems. The magnitude of the changes brought about by No Child Left Behind in 2001 has resulted in a significant paradigm shift in the educational system. The nationwide call to increase student achievement is a challenge for principals leading their school to adapt to these fundamental changes. Principals must be equipped with strong leadership behaviors to provide the supports necessary to staff and students to effectuate change. Principal leadership adds value to the impact teachers have on student achievement, and it provides a covenant that fundamental and sustained change can happen. The challenge for principals responsible for facilitating, supporting and changing their school system to adapt to these changes is to establish the infrastructures necessary to support these fundamental transformations. High-quality teachers as well as strong principal leadership are essential to achieve educational reform. The purpose of this study was to investigate the relationship between teachers’ perceptions of the principal’s leadership behaviors and teachers’ instructional choices of reading interventions for at-risk students. The principal leadership behaviors included (1) provides vision, (2) models appropriate behavior, (3) fosters commitment to goals, (4) provides individualized support, (5) provides intellectual stimulation, and (6) holds high expectations. Instructional interventions were defined as instructional choices by teachers for at-risk students in reading that included one-to-one instruction, small group instruction, adapted core reading curriculum materials, and instructional technology. Students defined as at risk did not meet a specified reading benchmark score, the lowest score that predicts reading success as determined on the Dynamic Indicators of Basic Early Literacy Skills (DIBELS, Institute for the Development of Educational Achievement [Institute], 2002) assessment. The Principal Leadership Questionnaire (PLQ, Valentine & Lucas, 2000) was administered to kindergarten through second grade teachers in six elementary schools who had students identified as at risk for learning to read. Focus groups were conducted with teachers in four of the six elementary schools to add breadth and depth to some responses from the leadership questionnaire. The data revealed themes of effective principal leadership in schools undergoing reform. These themes include (1 teachers who had a higher level of education had higher expectations of themselves and their students, and principals had a higher expectation of the teachers; (2 ongoing professional development opportunities for teachers are critical for schools undergoing reform. Therefore, teachers who were supported by their principal through professional development opportunities and adequate resources in their classrooms revealed strong support for their principal’s vision for the school; (3 principals who were strong in one principal leadership behavior were also strong in the other principal leadership behaviors; and finally, (4 teachers who perceived their principals as strong in principal leadership behaviors were able to articulate the school vision, worked toward group goals, and promoted school-wide efforts to raise student achievement.
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Stilwell, Terri R. "A study of the relationship between teacher qualifications and student achievement gains in accredited private Christian schools /." Free full text is available to ORU patrons only; click to view, 2008. http://proquest.umi.com/pqdweb?did=1543049461&sid=3&Fmt=2&clientId=456&RQT=309&VName=PQD.
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Gurganious, Norris Jerard. "The Relationship Between Teacher Autonomy and Middle School Students' Achievement in Science." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3992.
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The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success remains unclear. The purpose of this quantitative study was to examine the relationship between teachers' autonomy to make decisions about classroom teaching practices and specific science curricula, school-wide student achievement in science, and students' SES. Freire's empowerment theory served as the theoretical framework. The research questions investigated the extent that student SES background moderated the relationship between teacher autonomy, curricula, and school district science achievement. Data sources were student Florida Comprehensive Assessment Test science achievement scores and teacher autonomy data from 108 eighth grade science teachers in 16 school districts. Data were analyzed using hierarchical linear regression analysis. Results revealed no significant relationships between eighth-grade science teachers' perceptions of their autonomy, teaching practices, their science curriculum, and district eighth-grade science achievement scores (p > .001). Although the results were not significant, this study provides insights into 8th grade science education which may benefit students, teachers, and administration. Factors such as SES and teacher perception of autonomy can be advantegeously considered in science classes to increase student achievement. Such considerations can influence positive social change by increasing the science capacity of students at all SES levels.
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Murphy, Rachel Elaine. "Relationship Between Eighth Grade Social Science Students, Teacher Diversity and Academic Success." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4659.
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Dynamics between student teacher ethnicity and the practices of culturally plural curricula seeks to improve student performance and strives to minimize the achievement gap. This quantitative study explored whether there was a significant difference in the North Carolina Final Exam history-social science test performance between (a) African American and Hispanic students taught by a teacher from a different ethnic makeup and (b) African American and Hispanic students taught by a teacher from a similar ethnic makeup in 8th grade of social science classes. Student's performance is a key factor in evaluating the credibility of a school which is crucial to all stakeholders. The theoretical framework for this study centered around Tillmans' theory of culturally sensitive education which focused on variations of academic achievement based on student's engagements with teachers who share their cultural background or teachers who teach curricula that reflects their own cultures. Data were collected from a purposeful sampling of depersonalized archival records of 2,000 8th grade African American and Hispanic students who took the North Carolina Final Exam for Social Sciences. Data were analyzed using causal-comparative approach and focused on the fixed factor of race with 3 covariates and teacher race as the dependent variable. Results indicated that there was a significant difference in the students performance depending on the ethnicity of their teacher. Students with a teacher of their ethnic background, performed better compared to having a teacher from a different ethnic background. This study contributes to social change through the understanding of how teacher diversity and the need for relational teaching can promote greater academic achievement within their classrooms.
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Solis, John D. "The relationship between preservice teachers' social learning style preferences and learning activity role choices." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1225152311&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Ma, Kwai-heung Catherine. "A study of the relationship between self concepts, educational attitudes and teaching behaviours of student teachers in a college of education in Hong Kong." Hong Kong : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13906549.
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Liang, Chih-Yuan, and 梁志遠. "The Relationship between Teachers’ Teaching Condition and Students’ Stress Adaptation." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/71004249591093114448.
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碩士國立臺灣大學
心理學研究所
95
The first aim of this study was to investigate variables that might influence teachers’ teaching performance. The second aim was to examine how these variables are related to students’ adaptation to stress. After a thorough review of all the relevant literature, we proposed that “Teacher Function”, “Teacher Stress”, and “Teacher Satisfaction” are the most important variables that would influence teachers’ teaching performance. In turn, these variables were hypothesized to influence students’ “Stress Adaptation”. The construct of “Stress Adaptation” included students’ “Mental Development” and “School Adaptation”.In study 1, participants were 218 teachers who teach in elementary schools, junior high schools, and senior high schools. We used item-analysis and exploratory factor analysis to select items in order to develop the “Teacher Teaching Condition” questionnaire. According to the results of Study 1, the “Different Facets of Teachers’ Teaching Condition” questionnaire was consisted of five factors: “Personal Teaching Function”, “General Teaching Function”, “Teacher Stress”, “School Environment Satisfaction”, and “Teaching Satisfaction”. The questionnaire had good psychometric properties. In Study 2, the “Different Facets of Teachers’ Teaching Condition” questionnaire was administered to 23 teachers to measure their perception of their own teaching performance. In addition, the “Student Life” questionnaire was administered to the students of the 23 teachers to measure their adaptation to stress. According to the results of Study 2, each of the five teaching factors had significant association with students’ evaluations about teachers’ performance. In addition, the results indicated that “Teaching Satisfaction” was the best predictor of students’ stress adaptation. Finally, based on the results of this study, we discussed how to improve teachers’ teaching performance, and ways to strengthen students’ ability to adapt to stress through teaching.
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Chun-Yu, Fan, and 范淳羽. "The relationship between teachers’ family-of-origin experiences and their student-teacher relationship." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/27595530078350387248.
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碩士國立臺北教育大學
心理與諮商學系碩士班
97
The purpose of this study was to explore the association between “ family-of-origin” experiences of elementary school teachers and their student-teacher relationship.Teachers’ background variables against student-teacher relationship was investigated. Regression of “ family-of-origin” experiences and background variables on student-teacher relationship was analyzed. Questionnaire survey method was employed. The study adopted "family-of-origin scale" for the overall perceptions of feeling healthy, as well as "teacher-student relationship scale" containing three dimensions: "satisfaction", "support" and "conflict". A total of 363 valid questionnaires were collected. Data were analyzed through descriptive statistics , one-way ANOVA, two-way ANOVA, Pearson’s product-moment correlation, and regression. Results were as follows: 1. Teachers’ perception of the student-teacher relationship varied from their years of service. The longer years of teachers’ service, the more satisfactory and less conflict on the student-teacher relationship. 2. Teachers’ gender, marital status, educational background, and the grade of teaching did not produce significant differences. 3. There is a significant positive correlation between teachers’ family-of-origin experiences and their satisfaction on student-teacher relationship. However, teachers’ family-of-origin experiences correlated negatively with the conflicts of student-teacher relationship. 4. Teachers’ family-of-origin experiences accounted for about 13.4% of the variance of student-teacher relationship after teachers’ service years explaining 2.6% of it. This study concluded that the healthier family-of-origin experiences the teachers perceived, the more positive student-teacher relationship they received. Teachers’ family-of-origin experience can effectively predict student-teacher relationship. Suggestions on methods as well as implications in practice were proposed at the end of the thesis.
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WANG, CHING-WEN, and 王清雯. "The Relationship Between Teachers’ Teaching Styles and Students’ Learning Self-Efficacy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tvnxej.
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碩士康寧大學
應用外語研究所
107
This study aimed to investigate the relationship between teachers’ teaching styles and students’ learning self-efficacy. The study was conducted by means of questionnaire surveys. In Changhua County, 421 elementary school students were randomly investigated. The data were analyzed by computing descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation. The results of the study indicated that the differences in students' personal background variables will affect the perception of the teacher's teaching style. In the feelings of the elementary school students, the teacher-centered teaching style is still the main. Girls are more sensitive to boys than teachers-centered and compromised teaching styles; seniors have a strong sense of teaching in the center of the teachercentered and compromised teaching style; students with different English learning experiences are aware of the teaching style of teachers. Secondly, the differences in the background variables of students will affect their English self-efficacy. Girls perform better than boys; seniors are better than middle-aged students; in English learning experience, students with longer learning experience insist on hard work, speech persuasion and completion. Homework, willingness to learn, and achievement of goals are the highest in self-efficacy. In terms of physical condition, students with short learning experience have higher self-efficacy than students with long learning experience. According to the research results, conclusions and concrete recommendations are proposed for the administrative authority for education, schools, elementary school teachers and future research.
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Cozort, Pamela S. "The relationship between 21st century literacy and technology : a comparison of perceptions." 2011. http://liblink.bsu.edu/uhtbin/catkey/1660851.
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This study analyzed three different groups’ perceptions of 21st Century literacy and technology. The three groups were juniors and seniors at two large urban high schools, juniors and seniors in teacher education programs from four mid-west post-secondary schools, and the four deans of education at four post-secondary schools. A mixed methods research design was used including a survey of student groups and interviews of all four deans and representatives of each of the schools. Findings included differences in perceptions of each of the groups as well as differences in access and use of technology. The implications for teacher education and future research in the area of 21st Century literacy are included.Department of Educational Leadership
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Kao, Chia-Chen, and 高家臻. "A Study of the Relationships between Kindergarten Teachers’ Cultural Beliefs, Teacher-Student Interaction and Students’ Adjustment." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/88772296039349251819.
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碩士大葉大學
教育專業發展研究所
105
This study aims to explore the current situation and the relationship among kindergarten teachers' cultural beliefs, teacher-student interaction and students’ adjustment. This study also aims to analysis the differences in kindergarten teachers' cultural beliefs, teacher-student interaction and students’ adjustment. Finally the mediation effect analysis of kindergarten teachers' cultural beliefs and teacher-student interaction on the relationship of teacher’s background variables and students’ adjustment will be analyzed. A total of 444 teachers in central Taiwan (Taichung City, Nantou County, Changhua County) will be retrieved by questionnaire survey. This study used the kindergarten teachers' cultural beliefs scale, teacher-student interaction scale and students’ adjustment scale. Descriptive statistical analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis will be used to analyze the data. According to the reserch, under different backgrounds, there are significant differences and relationship among cultural belief and teacher-student interaction and students’ adjustment of the kindergarten teachers. In addition, the kindergarten teachers with cultural belief will predict teacher-student interaction and students’ adjustment. The kindergarten teachers with teacher-student interaction will predict students’ adjustment. Finally, the research results show that teacher-student interaction has a significant mediating effect on the relationship between cultural belief and students’ adjustment. According to the results in the study, it will provide suggestions for parents, teachers and researchers in the future as the reference.
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Huang, Jenny w., and 黃文珍. "The relationship between Students’ Appearance Perception, Teachers’ Physical Attractiveness, and Teaching Interaction Perceptions." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/47427030711736142836.
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碩士輔仁大學
織品服裝學系
93
The purpose of this study is to investigate the relationships between the appearance perception of college students on themselves and toward teachers, teachers’ physical attractiveness, and teaching interactions. The possible effects of gender, college of study, years of study, and physical attractiveness of teachers on the teaching interaction perceptions were also discussed in this study. A total of 471 male and female students were sampled from 9 public and private colleges in northern Taiwan. The “scale perceptions of body image scale”, “perception of teaching interaction scale”, “teacher appearance instruments of the scale” and “pictures of female teachers” were used as the data collection. These data were analyzed by the descriptive statistics, t-test, one-way MANOVA, one-way ANOVA, Scheffe post comparisons, Pearson product-moment correlation and multiple regression analysis (including simultaneous multiple regression, stepwise multiple regression). Then the statistical analysis and hypotheses tests were preceded. The major findings of the study were: 1. 96.6% of college students have the middle and high consciousness for “teachers’ dress”. 2. The appearance perception of female students is higher than those of male students in “appearance concernment”, “appearance values” and “teacher’s dress”, but for the “teacher’s personal attractiveness” factor the preference of male students is higher than the females. 3. The students majored in the social science are more interested for “appearance concernment” and “teacher’s dress” factors than those of technical and science majors. 4. The teacher’s physical attractiveness is statistically high related to the teaching interactive perception especially for the “student’s lecture learning” and “teacher’s teaching performance” and the “student’s appearance perception” and “teaching interactive perception” factors are showing statically significant relationship. 5. The physical attractiveness and dress factors of teachers have the best predictability to the students’ lecture learning. 6. The personal attractiveness of teachers have the best predictability to the teacher’s teaching performance.
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Chen, Hsuan-Hsi, and 陳弦希. "The Relationship between Teachers’ Leadership Skills and Students’ Emotional Intelligence in Elementary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/23202141695637436113.
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碩士臺北市立師範學院
國民教育研究所
89
ABSTRACT The purpose of this study was to describe teachers’ leadership skills and students’ emotional intelligence, and to analyze the relationship between them. Using the cross-section survey method, the researcher designed two self-reporting scales that focused on three conceptual areas of teachers’ leadership skills and four conceptual areas of students’ emotional intelligence, with a reasonably high level of reliability and validity. This study collected data from 379 classes of 44 elementary schools, randomly selected from public elementary schools in Taipei, Taiwan. The valid sample included 247 teachers and 1,457 students. The main findings of this study were as follows: I. As regards teachers’ leadership: Elementary school teachers preferred to use management-based leadership skills rather than guidance-based leadership skills. The number of teachers who tended to use leadership skills was roughly the same as the number who didn’t. Moreover, teachers who used interpersonal relations leadership skills also tended to use goal-oriented and the communication leadership skills. With regard to comparison of teachers of different grades, 2nd grade teachers tended to use leadership skills more often than 6th grade teachers. The higher the grade, the more likely the teacher was to use leadership skills. II. As regards students’ emotional intelligence: Students performed a series of tests of the following skills: emotional thinking, emotional management, emotional knowledge, and emotional expression. Students who got higher scores in emotional management and knowledge tended to get higher scores in emotional thinking and expression. With regard to comparison of students in different grades, the 4th grade students got higher scores than the 2nd and 6th grade students. The 2nd grade students also got higher scores than the 6th grade students. Generally speaking, students in higher grades had poorer emotional intelligence scores than students in lower grades. III. As regards the relationship between teachers’ leadership skills and students’ emotional intelligence: The more teachers used leadership skills, the better students performed in emotional intelligence. In addition, students in higher grades had poorer scores in emotional intelligence than students in lower grade. On the basis of the above findings, implications were drawn regarding the practice of teachers’ leadership skills and students’ emotional education, and suggestions for further research were proposed.
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TU, FONG-YI, and 塗鳳儀. "A Study of the Relationship between Teachers’ and students’ Emotional Intelligence：A Meta-Analysis." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/2cx6km.
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碩士中臺科技大學
文教事業經營研究所
104
The purpose of this study is to explore the relationship between teachers’ and students’ emotional intelligence. Hedges&Olkin (1985), Rosenthal (1991) meta-analysis were applied to analyze the variables affecting the results. 104 studies were analyzed in this research: including 41 papers or studies about teachers’ emotional intelligence, 30 papers about students’ emotional intelligence and 18 others about the relationship between teachers’ and students’ emotional intelligence. From the above researches, the study adopted data selection, coding, login, and a computer program, Comprehensive Meta Analysis 2.0, to explore the relationship between teachers’ and students’ emotional intelligence. The main findings are as followings： 1. Teachers’ emotional intelligence can be divided into emotion recognition, emotion awareness, emotion expression, emotion management, emotion usage and interpersonal relationship. The effect size decided by Choen’s d from maximum to minimum are as followings: emotion usage, interpersonal relationship, emotion awareness, emotion management, emotion recognition and emotion expression. The above-mentioned beliefs play a major role in teaching. 2. Students’ emotional intelligence can be divided into emotion recognition, emotion awareness, emotion expression, emotion management, emotion usage and interpersonal relationship. The effect size decided by Choen’s d from maximum to minimum as followings: interpersonal relationship, emotion awareness, emotion recognition, emotion expression, emotion usage and emotion management. The above-mentioned efficacies are keys factors. 3. The relationship between teachers’ and students’ emotional intelligence: among 49 variables, the maximum-level r effect takes 5 variables, the medium-level r effect takes 9 and the low-level r effect takes only 3. Last, education authorities can take the study as the reference for teachers’ and students’ emotional intelligence studies. Keywords: Teacher, Teachers’ Emotional Intelligence, Students’ Emotional Intelligence
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丁友婷. "The Relationship between Students’ Perception of Teachers’ Teaching Style and Their Learning Behavior." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35545464950643093925.
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碩士國立屏東科技大學
技術及職業教育研究所
98
The purpose of this study was to explore students’ perception on the relationship between teachers’ teaching style and their learning behavior. A self-developed questionnaire was used to collect data from elementary school students, grade four to six, in Ping-Tung county. The analysis procedures included t-test, one way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings are as following: 1. Students can perceive their teachers’ teaching styles. 2. A significant difference was found on students’ perception of teachers’ teaching style based on students’ grades, the gender of their teachers, and the number of classmates. A significant difference was also found on “teachers’ teaching behavior level” based on students’ grades. 3. The averages of students’ perception on their learning behavior from high to low are: Insist on leaning, behavior of seeking help, and concentration on learning. 4. A significant difference was found on the perception of students’ learning behavior based on students’ grades and the gender of their teachers. A significant difference was also found on “behavior of seeking help level” based on the number of classmates. 5. The perceptions on the pressure of teachers’ teaching style and their learning behavior are significantly correlated. 6. Students’ perception on teachers’ teaching style can be the predicator of their learning behavior.
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Shu, Shaochih, and 徐紹知. "A Study on the Relationship Between Teachers' Multicultural Literacy and Teacher-Student Relationship in Taichung City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/36508925612250165251.
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碩士靜宜大學
教育研究所
99
The main purpose of this study was to investigate the relationship between the multicultural literacy proficiency of elementary school teachers and the teacher-student relationship in Taichung City. A total of 33 teachers and 982 students at 11 medium-to-large size schools participated in this study by convenience sampling. Based on the results, the researcher found: 1. The elementary school teachers as a whole had high multicultural literacy proficiency on self-checklists. 2. There were no significant differences in teachers’ multicultural literacy proficiency in terms of teachers’gender, age, service year and training hours on multicultural education. 3. The elementary school students as a whole had reported positive teacher-student relationship. 4. There were significant differences in teacher-student relationship in terms of students’ gender, class and school. 5. The elementary school teachers’ multicultural literacy proficiency could not effectively predict teacher-student relationship. Practical suggestions were provided according to the findings above. Keywords: elementary school teacher, multicultural literacy, teacher-student relationship
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Boardman, Alison Gould Schallert Diane L. "Interactions between teachers and students with learning disabilities in general education classrooms." 2004. http://repositories.lib.utexas.edu/bitstream/handle/2152/1878/boardmanag042.pdf.
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Flekácsová, Katarína. "ICT: moderní zbraň proti vyučujícím v rukou studentů a studentek?" Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-310910.
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My thesis focuses on electronic communication between adolescents and teachers and the aspects of communication among adolescents with regards to their teachers. I used all the resources mentioned below, as well as my realised research. This theme has not yet been completely processed. As a result, I have aimed to create a comprehensive view on the function of electronic communication within the teacher - student relationship. This essay consists of two parts; a theoretical view and a practical view. The theoretical view consists of four chapters. The first two chapters deal with the specificity of the virtual world and its place within the lives of adolescents and how they communicate. The last two chapters of the theoretical view are focused on the school environment. The third chapter talks about relations of adolescents with teachers and relations among adolescents themselves. The final chapter within the theoretical view covers issues of virtual communication in relation to the school and education. In the practical view, I present quantitative public opinion surveys carried out in the 3rd class of high schools. The research focuses on the neutral, positive or negative ways in which adolescents use Information and Communication Technology (ICT) to communicate with teachers and how they...
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Lee, Ching-Yi, and 李靜宜. "A Study on the Relationship between Perception of Elementary Students on Teachers’ Leadership Model and Coping Strategies of Teacher-Student Conflict." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/09377779699548329030.
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碩士中原大學
教育研究所
98
The purpose of this study is to investigate the current situation of perception of elementary Students on Teachers’ Leadership Model and Coping Strategies of Teacher-student Conflict, the relationship between these two main elements and how Teachers’ Leadership Model predict Coping Strategies of Teacher-student Conflict. The methodology of this research was mainly a questionnaire survey .The questionnaire was“The relationship between teachers’ leadership model and coping strategies of teacher-student conflict”Eventually, 878 valid amples were produced by the elementary students from public elementary schools in Taoyuan County, Taiwan. The researcher analyzed the survey data by various statistical methods such as t-test,one-way ANOVA,Pearson product-moment correlation, Canonical correlation analysis and Multiple stepwise regression analysis. The first focus is on the current situation of perception of elementary students on teachers’ leadership model and coping strategies of teacher-student conflict. Secondly, the researcher further investigated how perception of elementary students on teachers’ leadership model and coping strategies of teacher-student conflict differ in terms of their background. At last the relationship between these two main elements and how teachers’ leadership model predict coping strategies of teacher-student conflict will then be studied closely. The research draws the following conclusions: 1.Among the current situation of Teachers’ Leadership Model, “Democratic Model” is widely applied in the elementary school classes, and “Laissez-faire Model” is seldom applied. 2.Among the coping strategies of teacher-student conflict, “Appeasing Strategies” is widely applied in the elementary school classes, and “Competing Strategies” is seldom applied. 3.The elementary school students with different background variables of ”Gender”, “Gender of teachers” and”School Scale” significantly differ in perception of elementary students on Teachers’ Leadership Model. 4.The elementary school students with different background variables of “Gender”, “Gender of teachers” and “ School Region” significantly differ in Coping Strategies of Teacher-student Conflict. 5.There is significant positive correlation between Teachers’ Leadership Model and Coping Strategies of Teacher-student Conflict. 6.Among those teachers’ leadership models, “Authoritarian Model” and “Laissez-faire Model”can predict most total Coping Strategies of Teacher- student Conflict. Finally,based on the conclusions above, suggestions are given to educationaladministration institutions, schools and researchers.
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Shiu, Ya-Shiung, and 徐雅雄. "The Study on the Relationship between Teachers ’ Positive Discipline and Teacher-Student Relationships for Elementary School Teachers in New Taipei City." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/92089695698534246040.
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碩士國立臺北教育大學
教育經營與管理學系
99
This study aims to investigate the status of elementary school teachers’ cognition of positive discipline and teacher-student relationship in New Taipei City, and to analyze the differences of teachers with different background variables (gender, age, expertise in education, seniority in school, position, and the school size.)With self-made questionnaire, the sampling is conducted on the teachers in the public elementary schools of New Taipei City, and 642 valid samples are obtained. The obtained data are analyzed by mean, standard deviation, t-test, one-way ANOVA, Scheffé Post Hoc, Pearson Product-Moment Correlation and Stepwise Multiple Regression through SPSS 12.0 for Windows software package. The following conclusions are achieved: 1. The implement of elementary school teachers’ positive discipline in New Taipei City is good. That is in a considerably high degree. Besides, the establishment of reasonable standard is better among all. 2. The teachers’ cognition of teacher-student relationship in New Taipei City is positive. That is in a considerably high degree. Besides, the construction of value is better among all. 3. The teachers’ positive discipline varies noticeably with gender, age, seniority in school, position, and the school size, but not with the expertise in education. 4. The teachers’ cognition of teacher-student relationship varies noticeably with gender, age, and expertise in education, seniority in school, position, and the school size. 5. The teachers’ cognition of positive discipline and teacher-student relationship is highly proportional. 6. Teacher-student relationship can be predicted with teachers’ positive discipline in New Taipei City.
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Boardman, Alison Gould. "Interactions between teachers and students with learning disabilities in general education classrooms." Thesis, 2004. http://hdl.handle.net/2152/1878.
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