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Administrator, Teacher, and Student Perceptions of the Role of the Teacher-Student Relationship in Supporting Student Achievement : = A Qualitative Instrumental Case Study Examining the Connection between Perceptions and Observed Classroom Practice in High and Low Poverty Schools.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Administrator, Teacher, and Student Perceptions of the Role of the Teacher-Student Relationship in Supporting Student Achievement :/
Reminder of title:	A Qualitative Instrumental Case Study Examining the Connection between Perceptions and Observed Classroom Practice in High and Low Poverty Schools.
Author:	Zanca, Dawn Denise.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355944747

Administrator, Teacher, and Student Perceptions of the Role of the Teacher-Student Relationship in Supporting Student Achievement : = A Qualitative Instrumental Case Study Examining the Connection between Perceptions and Observed Classroom Practice in High and Low Poverty Schools.
Zanca, Dawn Denise.

Administrator, Teacher, and Student Perceptions of the Role of the Teacher-Student Relationship in Supporting Student Achievement :A Qualitative Instrumental Case Study Examining the Connection between Perceptions and Observed Classroom Practice in High and Low Poverty Schools. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Evangel University, 2018.

Includes bibliographical references

A positive teacher-student relationship provides students a sense of belonging. When students believe they are accepted and cared for by their teacher, they are motivated to learn, discipline incidents decrease, and engagement increases. Research has shown that characteristics of warmth, empathy, care, and trust often exemplify a positive teacher-student relationship. The purpose of this study was to explore the teacher-student relationship and the effect this relationship can have on classroom management in four Title I and four non-Title I schools, located in the Midwestern U.S. Theoretical framework were Attachment Theory, Self-Determination Theory, and Self-system Theory. Research questions developed investigated the teacher-student relationship from the perspective of teachers, students, and administrators and compared the perceptual data between high poverty and low poverty schools. The study's data indicated a disconnect between what teachers and administrators view to be important characteristics of a positive teacher-student relationship and what is practiced in a high poverty school. Data and discussion of findings of this investigation would be useful to school leaders seeking to promote positive relationship-building practices within their school.

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

Mode of access: World Wide Web

ISBN: 9780355944747Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Administrator, Teacher, and Student Perceptions of the Role of the Teacher-Student Relationship in Supporting Student Achievement : = A Qualitative Instrumental Case Study Examining the Connection between Perceptions and Observed Classroom Practice in High and Low Poverty Schools.
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