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Dissertations / Theses on the topic 'Teacher education student'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Van, Keulen Michael J. "Teachers' Pedagogical Responses to Teacher-Student Sociocultural Differences." Thesis, Capella University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10837378.

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<p> This study employed a model of basic qualitative research which explored teachers’ pedagogical responses to the unique cultural gaps they experienced in schools where most students were of minority cultural identity. Eight teachers who self-identified as majority culture identity formed the sample group for this study. Semistructured interviews were used to collect their insights regarding their pedagogical decision making they used with the students in the school where they were teaching. Additionally, teachers shared what they described were culturally responsive curriculum samples

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2

McDougall, Mary Catherine, and m. c. mcdougall@cqu edu au. "First steps in becoming a teacher: Initial teacher education students perceptions of why they want to teach." Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experien

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Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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<p> The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to

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4

Blackmore, Jacqueline Hilary. "Teacher-Student Relationships and Student Writing Achievement." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604330.

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<p>Past research has shown that learner-centered environments can improve students' self-esteem and increase their academic skills. The purpose of this study was to determine whether teaching the core curriculum within a caring classroom environment increases students ability to communicate effectively and perform at higher achievement levels in writing. The study addressed the experiences of teachers in implementing a new writing program with a strong emphasis on social skill development as a precursor to good writing. Guided by the social learning theories of Dewey, Rogers, and Vygotsky, who

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5

Lam, Wing-po, and 林永波. "Attitudes of teachers & teacher trainees towards environmental education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957961.

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6

Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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7

Perry, Lorraine J. "Student-teacher relationships behavior the impact of students' relationships with teachers on student school engagement, academic competence, and behavior /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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8

Takahashi, Mika. "Multicultural preservice teacher education." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26762.

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This study examined instructional strategies and their impacts on preservice teachers' attitude toward multicultural issues and learners. A qualitative phenomenological approach is used for this study because of my philosophical belief in multiple realities.<br>The research site was a classroom of the Multi-Cultured/Multi-Racial course offered by the Faculty of Education in an English University located in the Montreal area. The studied course was a compulsory preservice teacher training course implemented for the first time in response to the requirement of the Ministry of Education in Quebec

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9

Bulson, Sean W. "Supportive Teacher-student Relationships in Early College High Schools| Perceptions of Students, Teachers, and Principals." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3713513.

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<p> Supportive relationships between teachers and their students help create an environment for student success, but there remains a need for additional understanding about how to effectively promote positive teacher-student relationships in order to support stronger policy and practice in modern schools. In this qualitative analysis, I seek to deepen the research about supportive teacher-student relationships by analyzing how students, teachers, and principals described their experiences in early college high schools (ECHS) in North Carolina. Early college high schools represent a relativel

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10

Lam, Wing-po. "Attitudes of teachers & teacher trainees towards environmental education." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709478.

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11

Wells, Leslie Marie. "Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.

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The student-teacher relationship (STR) is an important component of a student's success in school. STRs have the potential to serve as an asset for students' well-being and achievement throughout their school career. Current literature suggests that there are two major components of STRs associated with student's academic and behavioral outcomes: closeness and conflict. Research has indicated that STRs characterized by closeness are linked to positive academic and behavior outcomes for students while STRs characterized by conflict are associated with negative academic and behavior outcomes for

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12

Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.

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Alternately certified teachers (ACTs) are teachers who receive teacher training in an accelerated program provided by alternate certification programs (ACPs). Induction/mentoring programs are provided to ACTs as a source of additional training. The purpose of this qualitative case study was to examine ACTs' perceptions of their effectiveness as teachers in relation to their students' achievement and the support provided to them as new teachers by their induction/mentoring training. The research question explored if there was a relationship between the amount of support provided to the ACTs fro

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13

Markusic, Matthew Peter. "Are You My Mentor? Student Views on Teachers as Mentors." Kent State University Honors College / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1462535437.

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14

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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15

Chandler, Jack L. "Conflict in student teacher-cooperating teacher relationships." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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16

Toale, Mary C. "Teacher clarity and teacher misbehaviors relationships with students' affective learning and teacher credibility /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1940.

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Thesis (Ed. D.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains viii, 90 p. Vita. Includes abstract. Includes bibliographical references (p. 61-66).

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17

Kasperbauer, Holly Jo. "Student teachers' perceptions of important characteristics of cooperating teachers." Texas A&M University, 2005. http://hdl.handle.net/1969.1/4372.

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A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and

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18

Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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19

Dinning, Laura. "Parent and Teacher Perceptions of Student Teacher Assistance Teams." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/775.

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The Student Teacher Assistance Team (STAT) method is one form of prereferral intervention that involves the problem-solving of teachers and other school professionals with the goal of obtaining more efficient and effective help for students in the regular education setting. After an examination of the research in the area of prereferral interventions, it was noted that few research studies mentioned parents' involvement in and none were found assessing parents' perceptions of the process. This study examines both parent and teacher perceptions of student teacher assistance teams (STATs) in a s

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20

Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.

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21

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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22

Heitkamp, Stacey. "Preservice Teacher Awareness of Risk Factors for Student Suicide." Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1307665217.

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23

Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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24

Winton, Terry W. "Student and Teacher Perceptions of Standards-based Grading and Student Performance." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728021.

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<p> Assessing student learning has been part of education since the beginning of formalized schooling. Developments at the national, state, and local level have led to grading reforms over the past quarter century. The purpose of this study was to explore students’ and teachers’ perceptions of standards-based grading to determine if there was a significant difference on standardized tests scores between students graded using standards-based grading and students graded using traditional grading. Teachers and students from one Missouri high school were interviewed to determine the

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25

Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.

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The articles presented in this thesis examined classroom working alliance and students' school-related outcomes. In Article 1, the association between student performance and perceptions of working alliance was explored among 53 elementary school children (28 male, 25 female). Evidence was found to support the predictive validity of the Classroom Working Alliance Inventory (CWAI) for student performance. Further, results revealed a complex interaction between the alliance components: task, bond, and goal. Article 2 investigated the relationship between school satisfaction and working alliance

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26

Stiffler, Kim. "Exploring Teacher Leadership Practice, Efficacy Beliefs, and Student Achievement." Thesis, University of La Verne, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10791844.

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<p> <b>Purpose.</b> The purpose of this study was to explore teacher leadership practice in an effort to understand how the behaviors of teacher leaders, and interactions among them, contribute to teacher and collective efficacy for the purposes of increasing student achievement and closing student achievement gaps. </p><p> <b>Methodology.</b> A grounded theory approach to qualitative research was used to establish a theoretical foundation among the constructs of teacher leadership, efficacy beliefs, and student achievement. Data were primarily collected through an examination of the perspec

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27

Holbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.

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28

Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.

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29

Matei, Speranta-Gabriela. "Student teachers as researchers : an inquiry-oriented approach to initial teacher education." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269853.

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30

May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.

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Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protoc

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31

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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32

Ladd, Kathryn L. "A comparison of teacher education programs and graduates' perception of experience /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9998491.

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33

Williams, Desha L. "Student Teaching in an Urban Context: Student Teachers' Views and Construction of Identities." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/29.

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There is a shortage of secondary mathematics teachers throughout the United States (Howard, 2003, Matus, 1999). This deficit is heightened in urban areas (Bracey, 2002; Howard, 2003). Understanding how urban teachers develop into highly qualified, motivated teachers of urban learners may provide guidance in decreasing the shortage of urban secondary mathematics teachers and provide direction for teacher education programs in preparing future teachers of urban learners. Thus, the purpose of this study was to examine the experiences pre-service teachers undergo during student teaching and how th

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Groene-Holloway, Kayla Elizabeth. "Assessing Teacher-Student Relationships among Middle School Students With Multiple Suspensions." Xavier University Leadership Studies & Human Resource Development / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=xulead1622730824502568.

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35

Roberts, Deborah Claire. "Student withdrawal and persistence in initial teacher education." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.552816.

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UK concerns over teacher shortages, and national and international interest in student retention contextualise this study. Addressing a dearth of evidence for undergraduate withdrawal in Initial Teacher Education (ITE), the thesis questions why students withdraw from their courses of ITE and why some consider withdrawal but persist. Located within a mixed-methods institutional case-study, quantitative survey approaches provide information about the incidence of withdrawal, persistence and the student experience amongst a population of 81 postgraduate and 490 undergraduate ITE students. Qualita

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Allen, Eric L. "Teacher Evaluation and Student Achievement in Elementary Education." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734051.

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<p> Historically, the state of Missouri has utilized the Performance-Based Teacher Evaluation (PBTE) system developed by Dr. Jerry Valentine from the University of Missouri (Valentine & Harting, 1986). The No Child Left Behind (NCLB) Act of 2001 mandated more rigorous accountability standards for state education systems (Moe, 2014). The 2012 revisions of the Elementary and Secondary Education Act (ESEA) provided to Missouri by the U.S. Department of Education relieved the original mandates of the NCLB Act (MODESE, 2015a). However, added were provisions for teacher and administrator account

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Segall, Avner. "Disturbing practice : reading and writing (social studies) teacher education as text." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0026/NQ46419.pdf.

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38

Hanlon, Megan. "Teacher and Student Motivation in the Classroom." Thesis, Southern Illinois University at Edwardsville, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702667.

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39

Frimer, Stephaine. "The Impact of Student and Teacher Attitudes and Beliefs on Fifth-Grade Student Performance in Mathematics." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638809.

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<p> Extensive research on attitudes and beliefs relating to mathematics has been conducted over the past 30 years. Although the focus of this research has fluctuated at times, the results of this past research has often been applied to educational reform efforts, especially in the areas of curriculum planning and professional development. However, as suggested by Clements (2003), Woodward (2004), Ellis and Berry (2005), and Berry, Ellis, and Hughes (2014), the impact of this research on the implementation of mathematics education reforms may have been limited, at least in part, due to the comp

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Pope, D. "Conceptions of subject knowledge in primary initial teacher training : the perspectives of student teachers and teacher educators." Thesis, Liverpool John Moores University, 2017. http://researchonline.ljmu.ac.uk/5762/.

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This study is about the ways in which the term subject knowledge is conceptualised and interpreted by student teachers, university tutors and school mentors in the context of undergraduate primary initial teacher training (ITT) in two post-1992 university providers. Subject knowledge has been a consistent feature of the policy context of ITT over decades, although disparities are apparent between the rhetoric of policy directives, the theoretical knowledge base and how primary teachers’ subject knowledge is represented, and enacted, in communities of practice in primary ITT. The conceptual fra

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Spivey, Cheryl S. "Interpersonal Interactions in Student-Teacher Relationships: Types and Effect on Student Achievememt." UNF Digital Commons, 1985. http://digitalcommons.unf.edu/etd/708.

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The purpose of this study was to identify the types of interpersonal interactions, in student-teacher relationships, that have an effect on student achievement. These essential conditions of communication have been labeled: warmth, empathy, respect, genuineness, concreteness, self-disclosure, immediacy, and confrontation. Communication of these conditions, by teachers to students, shows a significant effect on student achievement when observed by classroom researchers. This investigation has also addressed the efficiency of training procedures used with groups of teachers who participated in t

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Georgalaki, Konstantina. "Teacher education and challenging children : contexts and identities." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/teacher-education-and-challenging-children-contexts-and-identities(bcdfee6e-298e-43fb-a9e9-7a785e4caad3).html.

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At the present time there is common agreement among academics and practitioners that the notion of inclusion means more than simply access to education. The mere placement of children in mainstream educational environments does not suffice to foster participation and equal opportunities for success. In Greece, this is particularly the case for children with challenging behaviour, the majority of whom are educated in mainstream classrooms. Personal experience shows that students and experienced kindergarten teachers feel ill prepared to manage these children. This, in most cases, results in the

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Anniwa, S. (Shayibai). "Teacher-student relationships and students’ motivation in Finnish Islamic Education public classrooms." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201904121462.

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Abstract. Only one type of Islam course, General Islam, is taught for Muslim students of various backgrounds in Finnish public schools. There are not enough teachers for this course and currently their relevant teaching qualifications are hard to be ensured. With such challenges, how these teachers make pedagogical choices and how does it influence students’ motivation are questions yet to be dealt with in current literature on Finnish religious education (Rissanen, 2014). So, this study aims to examine the provision of teacher support to students, how students perceive such support and how th

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Baker, Staci J. "Teacher Perception of Student Engagement in an Arts-Integrated Classroom." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10246921.

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<p> Student engagement is a prominent indicator of a student’s academic success (Harbour, Evanovich, Sweigart, & Hughes, 2015). Leavy (2015) continued the engagement dialogue by stating the arts can be highly engaging and a high-yield strategy leading to academic success. Research has been conducted on arts integration, but little research specifically aligns arts integration with student engagement (Mason, Thormann, & Steedly, 2004). Further, there is a lack of depth within arts-integration research on all of the “arts” (including music, visual arts, drama, and da

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Fregoso, Elena. "Safe at Home: My Journey from Student to Teacher." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cgu_etd/136.

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The purpose of this ethnography is to examine my journey through my first full year teaching. The main subjects of this work are myself, along with my 10th grade World History students from Monte Vista High School. Through an examination of my personal history, as well as interviews with students and their parents, I have traced my effectiveness as a first-year teacher, through my ability to meet each student’s needs, as well as the development of relationships with each of my three focus students. Through personal anecdotes and the examination of assessment data, I have tracked my student’s p

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Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work." Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.

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Thesis advisor: Marilyn Cochran-Smith<br>Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic

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Stepko, Deidra. "Teacher and Parent/guardian Perspectives on Student Retention." Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838658.

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<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students’ academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary

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Morris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.

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Physical activity plays a key role in the health of children. Childhood obesity is increasing in the United States, and children are spending less time being physically active. Active participation by a physical education (PE) teacher in physical activities has been suggested as a means of promoting student fitness. The purpose of this quasi-experimental quantitative study was to determine whether modeling of physical activity by a PE teacher would increase student participation and physical fitness. Bandura's social learning theory provided the theoretical framework for the study. Participant

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Roe, John Wilford. "Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/704.

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This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion (S&I) function within the Church Educational System (CES) of the LDS Church, providing religious education for secondary students between the ages of 14-18. The purpose of this study was to explore relationships between student, teacher, and course char

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Valencic, Kristin Marie. "An investigation of teachers temperament and student perceptions of teachers communication behavior and students attitudes toward teachers." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1949.

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