國立虎尾科技大學 |

Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains./
作者:	Williams, Naima Angela.
面頁冊數:	1 online resource (139 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369774672

Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains.
Williams, Naima Angela.

Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains. - 1 online resource (139 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers' attitudes about cultivating teacher-student relationships and the connection to academic gains. Specifically, the current study investigated the relationship among three constructs: teacher support for student autonomy, teacher sense of responsibility for positive teacher-student relationships, and student academic gains among middle school students in a high minority, low socioeconomic middle school district in Georgia. Based on self-determination theory, teacher valuation of fostering teacher-student interactions was operationalized by the Problems in Schools Questionnaire (PIS) and Teacher Responsibility Scale (TRS). Teacher level growth percentile median data from the 2013--2014 Criterion Referenced Competency Test (CRCT) administration were used to assess student achievement. Information from the PIS and TRS, administered online to 43 middle school teachers, was paired with teacher growth percentile medians. Pearson and Spearman Rho correlations were run in SPSS v24 to determine relationships between teacher sense of responsibility for teacher-student relationships, their support for student autonomy and performance of their students on the 2013--2014 CRCT. Though no significant association between teachers' beliefs about teacher-student interactions and student achievement was found, this study found that teachers of at-risk students support student autonomy and indicate a sense of responsibility for fostering positive teacher-student relationships.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369774672Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains.
LDR:02933ntm a2200349Ki 4500 001 911074
005 20180517121919.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369774672
035 $a (MiAaPQ)AAI10281598
035 $a (MiAaPQ)liberty:11894
035 $a AAI10281598
040 $a MiAaPQ $b eng $c MiAaPQ
099 $a TUL $f hyy $c available through World Wide Web
100 1 $a Williams, Naima Angela. $3 1182696
245 1 0 $a Teachers' Beliefs about Fostering Teacher-Student Relationships and the Correlation to Academic Gains.
264 0 $c 2017
300 $a 1 online resource (139 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Tracey Pritchard.
502 $a Thesis (Ed.D.) $c Liberty University $d 2017.
504 $a Includes bibliographical references
520 $a Toward the improvement of interactions between teachers and at-risk students, and academic achievement, this correlation study explored teachers' attitudes about cultivating teacher-student relationships and the connection to academic gains. Specifically, the current study investigated the relationship among three constructs: teacher support for student autonomy, teacher sense of responsibility for positive teacher-student relationships, and student academic gains among middle school students in a high minority, low socioeconomic middle school district in Georgia. Based on self-determination theory, teacher valuation of fostering teacher-student interactions was operationalized by the Problems in Schools Questionnaire (PIS) and Teacher Responsibility Scale (TRS). Teacher level growth percentile median data from the 2013--2014 Criterion Referenced Competency Test (CRCT) administration were used to assess student achievement. Information from the PIS and TRS, administered online to 43 middle school teachers, was paired with teacher growth percentile medians. Pearson and Spearman Rho correlations were run in SPSS v24 to determine relationships between teacher sense of responsibility for teacher-student relationships, their support for student autonomy and performance of their students on the 2013--2014 CRCT. Though no significant association between teachers' beliefs about teacher-student interactions and student achievement was found, this study found that teachers of at-risk students support student autonomy and indicate a sense of responsibility for fostering positive teacher-student relationships.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational psychology. $3 555103
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Liberty University. $b School of Education. $3 1181376
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10281598 $z click for full text (PQDT)