Relevant bibliographies by topics / Student-teacher relationship

Contents

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

Academic literature on the topic 'Student-teacher relationship'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Student-teacher relationship"

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Pasmore, Jean. "Teacher–student relationship." Bulletin of the Royal College of Psychiatrists 11, no. 9 (1987): 317. http://dx.doi.org/10.1192/s0140078900018009.

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Pasmore, J. "Teacher-student relationship." Psychiatric Bulletin 11, no. 9 (1987): 317. http://dx.doi.org/10.1192/pb.11.9.317.

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Arora, Dr Aina. "Ameliorate Student - Teacher Relationship through Spirituality." International Journal of Trend in Scientific Research and Development Volume-2, Issue-2 (2018): 1–3. http://dx.doi.org/10.31142/ijtsrd8271.

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Ang, Rebecca P., Wan Har Chong, Vivien S. Huan, Choon Lang Quek, and Lay See Yeo. "Teacher—Student Relationship Inventory." Journal of Psychoeducational Assessment 26, no. 4 (2008): 339–49. http://dx.doi.org/10.1177/0734282908315132.

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Nath, Samaresh. "Teacher and Student Relationship- A study." Innovation The Research Concept 9, no. 1 (2024): E 130 — E 135. https://doi.org/10.5281/zenodo.10907741.

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This paper has been published in Peer-reviewed International Journal "Innovation The Research Concept"                      URL : https://www.socialresearchfoundation.com/new/publish-journal.php?editID=8671 Publisher : Social Research Foundation, Kanpur (SRF International)  Abstract: Teacher education occupied a central place in the total programmed of education. It is the key to qualitative improvement of education in the students and leaning environment in a country. The teacher is the backbone of the society who guides the students
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Prewett, Sara L., David A. Bergin, and Francis L. Huang. "Student and teacher perceptions on student-teacher relationship quality: A middle school perspective." School Psychology International 40, no. 1 (2018): 66–87. http://dx.doi.org/10.1177/0143034318807743.

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This study investigated 336 fifth- and sixth-grade middle school students' relationships with their ten mathematics teachers. Authors used a five-step hierarchical multiple linear regression to examine teacher and student factors related to students' quality of relationships with their teachers. Analyses revealed that teachers' student relationship perceptions positively predicted their students' perceptions and the students' reports of their mathematics interest and self-efficacy positively predicted teacher relationships. Teachers' prosocial classroom behavior and social-emotional support be
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Gupta, Chetna. "Teacher-Student relationship: A perspective." Asian Journal of Research in Social Sciences and Humanities 7, no. 7 (2017): 48. http://dx.doi.org/10.5958/2249-7315.2017.00364.1.

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T, Arun Christopher, and KVSN Murty Prof. "Student-Teacher relationship among adolescents." Vidhya Lagari 1, no. 1 (2015): 78–81. https://doi.org/10.5281/zenodo.7208500.

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The affective domain as derived by Bloom in his Taxonomy has taken the center stage in the teaching and learning process. The feelings of individuals are to be respected while dealing with them in the classroom, especially during the adolescent stage.  In this context teacher’s role becomes significant.  The teacher has become a facilitator which requires proper rapport with their students.  There is a growing understanding that teacher makes a big and deep impact on the life of each and every student which in turn is believed to enhance achievement.  Hence the articl
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Dr., Aina Arora. "Ameliorate Student Teacher Relationship through Spirituality." International Journal of Trend in Scientific Research and Development 2, no. 2 (2017): 1–3. https://doi.org/10.31142/ijtsrd8271.

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Teachers are the role models of the students. To provide quality education is the great responsibility of a teacher. They not only guide them in their studies but in all round development and even in shaping their career. Students expect a lot from their teachers. Due to change in the system of the society, education system is also changing. Some new trends are into existence. The relationship between teacher and a student has taken a drastic turn. It is deteriorating day by day. This chaos in the relationship is not one sided but is occurring due to the flaws that have been into the presence
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Koenen, Anne-Katrien, Eleonora Vervoort, Karine Verschueren, and Jantine L. Spilt. "Teacher–Student Relationships in Special Education: The Value of the Teacher Relationship Interview." Journal of Psychoeducational Assessment 37, no. 7 (2018): 874–86. http://dx.doi.org/10.1177/0734282918803033.

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Research on teacher–student relationships is mainly based on questionnaires investigating teachers’ explicit cognitions. However, it is also important to investigate implicit processes in social interactions, such as internalized feelings. The Teacher Relationship Interview (TRI) is a narrative method aimed at assessing teachers’ (implicit) mental representations of dyadic teacher–student relationships. The TRI may provide—for researchers as well as practitioners—a deeper understanding of teachers’ implicit cognitive and emotional processes elicited in teacher–student relationships, which can
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Dissertations / Theses on the topic "Student-teacher relationship"

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Huggins, Lynda Rose. "Ninth Grade Student and Teacher Perceptions of Teacher-Student Relationship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2289.

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The challenge of transitioning into high school is associated with social anxiety, decreased grades, increased absences, and overall motivation to learn. Based on anecdotal evidence from 9th grade teachers in the Ohio School District, teachers had poor rapport with some of their students, and 9th graders were being retained more often than were students in any other grade. Grounded in Noddings's care theory, the purpose of this mixed methods sequential case study was to explore perceptions of rapport between 9th graders and their teachers. Guiding research questions were used to discover stude
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Hon, Ka Ling. "Teacher-student relationship in an age of student consumerism." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11051/.

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This thesis is about teacher-student relationship in higher education. Set against the background of marketization, when the higher education sector is seen as a market, education institutions act like business enterprises, and students are seen as customers, teacher-student relationship is commonly perceived as having transformed itself to resemble a customer-seller relationship. On a conceptual level, this transformation is doing a disservice to the sector, as revealed in the many obvious differences between a customer-seller relationship and that between teachers and students. Academics, in
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Poklar, Ashley E. "Urban Teacher-Student Relationship Quality, Teacher Burnout, and Cultural Competence." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1544051173124532.

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Rizek, Courtney. "A Close Teacher Makes a Better Student: The Impact of Teacher-Student Relationship on Adolescents' Academic Motivation." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336952967.

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Bussone, Krista Ann D'Albenzio. "Making Friends: Teacher Influence on Students' Peer Relationships." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/122942.

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School Psychology<br>Ph.D.<br>A total of 236 kindergarten to eighth grade students and 15 teachers from an elementary school in a northeastern U.S. city provided information about their perceptions of teacher involvement in students' peer relationships. Students provided additional information about classroom social networks. Both students and teachers indicated that they perceive teachers to be important in student peer relationships. None of the teacher characteristics (including teacher education, years of teaching, or ethnicity) were related to teacher perceptions of involvement in student
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Pettis, Kelly Sue. "The Relationship Between Teacher-Student Interactions and Student Course Engagement from a Student Perspective." Thesis, Grand Canyon University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10638859.

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<p> The extent of the relationship between teacher-student interaction and student course engagement was not known. This quantitative, correlational study examined if, and to what extent, a relationship existed between these four domains and student course engagement of technical college students. The Model of Teacher Behavior, Social Cognitive Theory, and the engagement conceptual framework provided the theoretical foundations and framework for this study. The research questions addressed if there was a significant relationship between each domain of teacher-student interaction and student co
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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfou
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Rickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes." Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.

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The major purposes of this study were to provide validation data for the Questionnaire on Teacher Interaction (QTI) with a large Australian sample and examine the relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes. The sample from lower secondary science classrooms in Australia consisted of 3,215 students in 158 classes in 43 schools in two Australian states, namely Tasmania and Western Australia. The sample was chosen carefully so as to be representative, though only co-educational classes were used in order to permit an unconfou
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McLaughlin, Veronica. "Perceptions of culture in the nursing student-teacher relationship." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0007/MQ43916.pdf.

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Noland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.

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Books on the topic "Student-teacher relationship"

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Nursing, National League for, ed. Curriculum revolution: Redefining the student-teacher relationship. National League for Nursing, 1990.

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Pianta, Robert C. STRS student-teacher relationship scale: Professional manual. Psychological Assessment Resources, 2001.

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Pianta, Robert C. STARS students, teachers, and relationship support: Consultant's manual. Psychological Assessment Resources, 2001.

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Wilke, Rebecca Lynn. Improving teaching and learning: What's your relationship quotient? ScarecrowEducation, 2005.

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Wilke, Rebecca Lynn. Improving teaching and learning: What's your relationship quotient? ScarecrowEducation, 2005.

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Jane, Munro. Presence at a distance: The educator-learner relationship in distance education. American Center for the Study of Distance Education, Pennsylvania State University, 1998.

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Blo-gros-mthaʼ-yas, Koṅ-sprul. The teacher-student relationship: A translation of the explanation of the master and student relationship, how to follow the master, and how to teach and listen to the dharma. Snow Lion Publications, 1999.

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Berzin, Alexander. Wise teacher, wise student: Tibetan approaches to a healthy relationship. Snow Lion Publications, 2010.

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Hart, Sura. The no-fault classroom: Tools to resolve conflict & foster relationship intelligence. PuddleDancer Press, 2008.

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Hart, Sura. The compassionate classroom: Relationship-based teaching and learning. Center for Nonviolent Communication, 2003.

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Book chapters on the topic "Student-teacher relationship"

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Volz, Austin, Julia Higdon, and William Lidwell. "Student-Teacher Relationship." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-46.

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Wolff, Lutz-Christian. "The Teacher-Student Relationship." In The Art of Law Teaching. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9148-8_14.

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Sisco, David. "The Student–Teacher Relationship." In Wholehearted Voice Pedagogy. Routledge, 2025. https://doi.org/10.4324/9781003593638-2.

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Platz, Monika. "Trust in the Teacher-Student Relationship." In Good Relationships in Schools. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_5.

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Platz, Monika. "Care in the Teacher-Student Relationship." In Good Relationships in Schools. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_4.

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Forkosh-Baruch, Alona, and Arnon Hershkovitz. "Teacher–Student Relationship and Online Social Networks." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_212.

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Qiao, Ju-ling. "Discussion on Harmonious College Teacher–Student Relationship." In The 19th International Conference on Industrial Engineering and Engineering Management. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-38433-2_136.

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Forkosh-Baruch, Alona, and Arnon Hershkovitz. "Teacher–Student Relationship and Online Social Networks." In Encyclopedia of Education and Information Technologies. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_212-1.

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Vohra, Ashok, and Kotta Ramesh. "Teacher–Student Relationship, Moral Education, and Discipline." In On Education and the Philosophy of Education. Routledge India, 2023. http://dx.doi.org/10.4324/9781003439943-11.

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Platz, Monika. "Central Characteristics of a Good Teacher-Student Relationship." In Good Relationships in Schools. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-64137-8_3.

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Conference papers on the topic "Student-teacher relationship"

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Xiao, Baosen, and Kai Kang. "Mathematical Modeling of Teacher-Student Relationship." In 2017 International Conference on Humanities Science, Management and Education Technology (HSMET 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/hsmet-17.2017.36.

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Tan, Tengteng, and Naiyi Wang. "The Influence of Student Personality and Teacher-student Interactions on Teacher-student Relationship Quality." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.47.

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Zheng, Yunzheng. "The Relationship Between Teacher-to-Teacher Relationships and Student Achievement: A Meta-Analysis." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2009239.

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Ott, Johanna. "Change in Teacher Identity and Teacher-Student Relationship Quality in Germany." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2102775.

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Du, Qing-hua. "Study on Teacher-Student Relationship in Postgraduate Education." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.36.

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Zeng, Fanyi, Yang Chen, and Xiaoyi Pan. "A Study on the Relationship between Harmonious Teacher-student Relationship, Student Competence, and Learning Performance." In Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2023, Xi’an, China. EAI, 2024. http://dx.doi.org/10.4108/eai.13-10-2023.2341341.

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Zhao, Ying. "Reconstruction of the foundations of college teacher ----student relationship." In The 2013 International Conference on Applied Social Science Research (ICASSR-2013). Atlantis Press, 2013. http://dx.doi.org/10.2991/icassr.2013.41.

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Choo, Youngsun, Seunmin Eun, and Young Hoan Cho. "The Relationship between Teacher-Student Interaction and Student Well-Being in South Korea." In 18th International Conference of the Learning Sciences (ICLS) 2024. International Society of the Learning Sciences, 2024. http://dx.doi.org/10.22318/icls2024.495209.

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Chesnut, Steven. "Measuring Preservice Teachers&#39; Anticipated Teacher-Student Relationship Quality." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1881583.

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Saltzman, Samantha. "Understanding the Relationship Between Student-Teacher Trust and Disciplinary Action." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1689022.

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Reports on the topic "Student-teacher relationship"

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Guo, Qi, and Shamsulariffin Samsudin. The Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.5.0143.

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Drouet Arias, Marcelo, Gregory Elacqua, Luana Marotta, and Leonardo Rosa. Does an Education Major Matter for Teaching?: The Relationship between Teachers Degree and Student Achievement. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004685.

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It is unclear whether teachers with a degree in education are more effective than those who are not trained in an education-related field. To further examine this issue, we analyze the rela- tionship between teachers college major and student achievement by using unique data from Ecuador, which, for a period of time, allowed any graduate, regardless of their major, to apply for a teaching position in the countrys centralized selection process. Results from all specifi- cations indicate a non-significant relationship between degree type and student achievement, suggesting that teachers with and
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.

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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-tw
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Goh, Ailsa Ee Ping, Carol Soo Ching Tan, and Cher Chong Tan. Positive teacher language: Improving teacher-student relationships and engaging low progress students. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22613.

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Teachers need to create a safe and nurturing environment, and build strong relationships with students, as these are critical enablers for ensuring that students rediscover the joy of learning in school. Low progress students who perceive high emotional support from teachers are more likely to be engaged in class (Chong, Huan, Quek, Yeo, &amp; Ang, 2010; Martin &amp; Rimm-Kaufman, 2015). Strong teacher-student relationships have also been associated with increased academic achievement and reduced school dropout (Croninger &amp; Lee, 2001; Murray &amp; Malmgren, 2005). The Responsive Classroom
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Datta, Sandip, and Geeta Kingdon. Class Size and Learning: Has India Spent Too Much on Reducing Class Size? Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/059.

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This paper examines the efficacy of class-size reductions as a strategy to improve pupils’ learning outcomes in India. It uses a credible identification strategy to address the endogeneity of class-size, by relating the difference in a student’s achievement score across subjects to the difference in his/her class size across subjects. Pupil fixed effects estimation shows a relationship between class size and student achievement which is roughly flat or non-decreasing for a large range of class sizes from 27 to 51, with a negative effect on learning outcomes occurring only after class size incr
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teache
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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, 2021. http://dx.doi.org/10.18296/rep.0016.

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This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
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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, 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
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building pro
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