Relevant bibliographies by topics / Teacher-student relationships – Ghana – Case studies

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  2. Dissertations / Theses
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Academic literature on the topic 'Teacher-student relationships – Ghana – Case studies'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Teacher-student relationships – Ghana – Case studies"

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Veldman, Ietje, Jan van Tartwijk, Mieke Brekelmans, and Theo Wubbels. "Job satisfaction and teacher–student relationships across the teaching career: Four case studies." Teaching and Teacher Education 32 (May 2013): 55–65. http://dx.doi.org/10.1016/j.tate.2013.01.005.

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Hershkovizt, Arnon, and Alona Forkosh-Baruch. "Teacher-student relationship and Facebook-mediated communication: Student perceptions." Comunicar 25, no. 53 (2017): 91–101. http://dx.doi.org/10.3916/c53-2017-09.

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Studentteacher relationships are vital to successful learning and teaching. Today, communication between students and teachers, a major component through which these relationships are facilitated, is taking place via social networking sites (SNS). In this study, we examined the associations between studentteacher relationship and studentteacher Facebookmediated communication. The study included Israeli middle and highschool students, ages 1219 years old (n=667). Studentteacher relationships were compared between subgroups of students, based on their type of Facebook connection to their teacher
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Sohn, Brian Kelleher. "Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships." Journal of Transformative Education 19, no. 1 (2020): 50–67. http://dx.doi.org/10.1177/1541344620940811.

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This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a colleg
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Audley, Shannon. "Searching for the Golden Rule: A Case Study of Two White Novice Teachers’ Beliefs and Experiences of Respect in Urban Schools." Education and Urban Society 52, no. 6 (2019): 872–903. http://dx.doi.org/10.1177/0013124519894984.

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Student respect toward teachers is traditionally considered in terms of behavior or authority. Yet, because of cultural differences and historic oppression of marginalized students in schools, not all students express respect in ways in which teachers are familiar. Because of structural inequalities and individual differences, standard behavioral definitions of respect are insufficient to address how students and teachers actually experience respect in the classroom. Using a comparative case study design, this study examined two female White novice teachers’ beliefs and experiences of student
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Darko-Asumadu, Daniel Ampem, and Solomon Sika-Bright. "Parental Involvement and Pupils’ Academic Performance in the Cape Coast Metropolis, Ghana." Open Education Studies 3, no. 1 (2021): 96–109. http://dx.doi.org/10.1515/edu-2020-0142.

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Abstract Studies have shown that pupils’ academic performance is not only determined by their parents’ socio-economic status but also parental involvement in the education processes. The study, therefore, examined the socio-economic status of parents and its influence on pupils’ academic performance looking at the role of parental involvement in that relationship. With Walberg’s theory of educational productivity as a lens, the findings were based on surveys with 120 pupils selected randomly from Kwaprow Basic School and 10 and 5 interviews with parents and teachers respectively. The study fou
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Kwok, Andrew. "Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers." Educational Researcher 46, no. 7 (2017): 355–65. http://dx.doi.org/10.3102/0013189x17726727.

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This mixed-methods study explores the differences in 1st-year urban teachers’ classroom management beliefs and actions. The teachers in this study were in their first year of teaching in an urban context concurrent with their participation in a teacher education program offered at a large public university. Using program-wide surveys of 89 elementary and secondary teachers and qualitative data from five case participants, this study explores teachers’ behavioral, academic, and relational beliefs and how these beliefs shape the actions used in managing their classrooms. Specifically, the partic
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Tonna, Michelle Attard, Eva Bjerkholt, and Eimear Holland. "Teacher mentoring and the reflective practitioner approach." International Journal of Mentoring and Coaching in Education 6, no. 3 (2017): 210–27. http://dx.doi.org/10.1108/ijmce-04-2017-0032.

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Purpose The purpose of this paper is to focus on reflective mentoring practices. Teacher mentors are widely known to be an important catalyst for reflection. Through dialogue and professional conversations, teacher mentors can help their mentees to improve their teaching performance by facilitating their discussion of the praxis from different perspectives. Design/methodology/approach This qualitative mixed methods study is based on three separate studies from the Republic of Ireland, Malta and Norway involving: mentors of undergraduate student-teachers (U-M, n: 37); mentors of newly qualified
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Jang, Helen. "Communicative Approaches in Teaching Spoken English Pre-service Teacher Education in EFL Contexts." ELT Worldwide: Journal of English Language Teaching 1, no. 1 (2014): 17. http://dx.doi.org/10.26858/eltww.v1i1.839.

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Following on the education policy and curriculum innovations for spoken English development, there have been changes as well as challenges in English classrooms in Korea in recent years. In line with the new government policy for pre-service English teacher education, this research explored the nature of teacher learning during the practicum. The aims of this study were to understand the student teachers’ views and experiences of classroom practice period with regard to the use and instruction of spoken English in English classrooms. This research employed two case studies in urban and rural c
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Taylor, Raegina. "‘It's All in the Context’: Indigenous Education for Pre-Service Teachers." Australian Journal of Indigenous Education 43, no. 2 (2014): 134–43. http://dx.doi.org/10.1017/jie.2014.16.

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This article describes how five pre-service teachers at similar stages of completion in their course at an Australian university responded to case studies on Indigenous education topics such as government policies, developing relationships, and teacher attitudes in the final assessment of a core unit of study. With the intent of encouraging student–teacher understandings to move beyond prior knowledge through dynamic scholarship, a case-study methodology was embedded across the pedagogical approach in an intensively taught Indigenous education core unit. The data consisted of an in-depth exami
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Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.

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This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high
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Dissertations / Theses on the topic "Teacher-student relationships – Ghana – Case studies"

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De, Clercq Loya Marie, and University of Lethbridge Faculty of Education. "Student-teacher rapport in video-conferencing." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/33.

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Education and delivery methods of this education to students are always chaning. To teach students in geographically separated locations, many technologies are being used and one of these technologies is video-conferencing. However, the human element of education must neither be lost nor forgotten as we continue with new ways of educating students of the future. That is, the value of the student-instructor relationship and the critical role it plays in effective teaching and learning must be retained by distance educators. To develop a deeper understanding of the relationship between instruct
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McMillan, Daphne Diana. "Accessing academic literacy for diverse learners : a case study of an elementary Social Studies classroom." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2572.

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This study explored one classroom teacher's attempt to bridge young learners' access to the academic content of Social Studies in an elementary, multilingual, multicultural, mainstream classroom. To this end, it examined both the planning and enacting of a Grade Five/Six Social Studies unit: Immigration In Canada. The unit was designed to draw on the teacher's and learners' social and cultural identities as a resource and afford students multiple ways to access and demonstrate understandings. In the complex, and dynamic environment of the mainstream classroom, the subject of Social Studies pre
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Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.

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Lau, Hang-fong, and 劉杏芳. "A case study on student initiation to participate in classroomteacher-student interaction in secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956476.

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Yang, Chi-cheung Ruby. "Second language classroom interaction patterns an investigation of three case studies of pre-service teachers /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41290896.

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Katyal, Kokila Roy. "Teacher leadership and its impact on student engagement in schools : case studies in Hong Kong." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35762986.

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Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.

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The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as p
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Mowes, Delvaline Lucia. "An Evaluation of student support services in open and distance learning at the University of Namibia." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/1263.

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Distance education and open and flexible learning policies have done much to extend accessibility to higher education throughout the world. However, distance education is not just a move away from learning in the classroom. It is a complete paradigm shift and when delivering learning materials outside the classroom across any distance, it is important that technologies and techniques support students. Against this background, the case has been made that the provision of student support services, according to the diverse needs and expectations of adult distance education students, should
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Yang, Chi-cheung Ruby, and 楊紫嬙. "Second language classroom interaction patterns: an investigation of three case studies of pre-serviceteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B41290896.

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Lam, Leung Yin-ting Teresa, and 林梁燕婷. "Perceptions of school climate in the eyes of teachers and students: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956099.

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Books on the topic "Teacher-student relationships – Ghana – Case studies"

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W, Parkay Forrest, ed. Case studies for teacher decision making. Random House, 1989.

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S, George Paul. Long-term teacher-student relationships: A middle school case study. National Middle School Association, 1987.

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George, Paul S. Long-term teacher-student relationships: A middle school case study. National Middle School Association, 1987.

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Classroom encounters: Problems, case studies, solutions. NEA Professional Library, National Education Association, 1989.

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Classroom power relations: Understanding student-teacher interaction. Lawrence Erlbaum Associates, 1997.

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Zwettler-Otte, Sylvia. Warum Lehrer Lehrer wurden. 3rd ed. Verlag Perlen-Reihe, 1991.

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Will the real teacher please stand up?: Teaching stories for more effective education. Inreach Pub., 1994.

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József, Veczkó. Gyerekek, tanárok, iskolák: Gyerekeink viszonya az iskolához. TanKönyvkiadó, 1986.

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Friedman, I. ha-Hakarah be-ʻerekh ha-talmid uvi-khevodo: Sheʼelon le-diṿuaḥ ʻatsmi la-talmid. Mekhon Henriyeṭah Sold, 1998.

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Bigler, Ellen. On exclusion and inclusion in classroom texts and talk. National Research Center on English Learning & Achievement, University at Albany, State University of New York ; [Washington, DC], 1996.

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Book chapters on the topic "Teacher-student relationships – Ghana – Case studies"

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Mahmudabad, Ali Khan. "Lineages, Loudspeakers, and Labourers." In Poetry of Belonging. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190121013.003.0004.

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Chapter 3 will also use a set of mushā‘irahs held in small and large towns across north India in order to illustrate the continuing material, structural, and cultural changes. The impact of radio broadcasting, ease of travel, dispersed forms of patronage, changing relevance of ustād–shāgird (teacher–student) relationships, and response to changing political contexts will all form the basis of this chapter. It is structured as a series of case studies in order to present the nuanced and rich details of the mushā‘irah, particularly since there is no extant work in this field and this book hopes to provide a foundation on which scholars may build further.
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Griffiths, Mary, and Michael Griffiths. "The "Pastoral" in Virtual Space." In Cases on Global E-Learning Practices. IGI Global, 2007. http://dx.doi.org/10.4018/978-1-59904-340-1.ch017.

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Two online undergraduate media and communications projects, one in Australia (1999-2003), and the second from New Zealand (2004-5), are analysed and compared in this chapter. Written by two flexible-learning practitioners, the case study gives the background and contexts of the two projects. We describe how we developed intercultural, pastoral pedagogies suited to contrasting ‘internationalised’ cohorts, despite trends in new ‘market-driven’ universities. The framework used is Michel Foucault’s ‘pastoral’ power, as modelled by Ian Hunter in studies of the milieu of the face-to-face English classroom, and the agency of the teacher in constructing self-reflexive subjectivities (Hunter, 1996). The development of valuable intercultural skills in the student depends in part on the composition of the ‘internationalised’ student groups themselves, and on their and their teacher’s awareness of the formative nature of the software being used. Learning software has the potential to mediate conduct the choice of what kind of relationships ensue rests with the e-practitioner.
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