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Student-Teacher Relationships : = Impact on Students in an Online Credit Recovery Program.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Student-Teacher Relationships :/
Reminder of title:	Impact on Students in an Online Credit Recovery Program.
Author:	Wright, Cheryl Marie.
Description:	1 online resource (155 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Educational psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798382752952

Student-Teacher Relationships : = Impact on Students in an Online Credit Recovery Program.
Wright, Cheryl Marie.

Student-Teacher Relationships :Impact on Students in an Online Credit Recovery Program. - 1 online resource (155 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ed.D.)--Gardner-Webb University, 2024.

Includes bibliographical references

This study aimed to evaluate the impact of student-teacher relationships in an online credit recovery program to provide information that will benefit student achievement at the classroom level. The nature of online learning does not promote the engaging interaction that the traditional face-to-face classroom embraces. Online credit recovery is specialized for students who have failed one or more high school courses. Some students who fail a course may lose confidence in their learning abilities, which could cause negative emotional and social consequences. This study was significant because it showed how important teacher relationships are for online credit recovery students' academic and personal accomplishments. Volunteer participants were enrolled in the site program at different times over a five-year span. Through virtual interviews, this qualitative research case study analyzed post-high school credit recovery program participants' experiences and perspectives concerning student-teacher relationships. Data were collected from verbal accounts, and responses were transcribed, analyzed, categorized, coded, and aligned with the research questions. Individual participant responses were evaluated in regard to their perception of the online credit recovery classroom culture. The key research findings implied that it is important for teachers to be intentional when establishing relationships with individual students. Each student has specific requirements that determine an authentic relationship. The research showed that teachers cannot approach all students with the same relational strategy. Effective student-teacher relationships require skills and tools that teachers can master through district professional development and school-site Professional Learning Communities (PLC) collaboration.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798382752952Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Credit recovery programIndex Terms--Genre/Form:

554714
Electronic books.

Student-Teacher Relationships : = Impact on Students in an Online Credit Recovery Program.
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