Literaturnachweis - Detailanzeige
Autor/inn/en | Mosley, Chaney; Broyles, Thomas; Kaufman, Eric |
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Titel | A Case Study of Teacher-Student Relationship Development |
Quelle | In: Journal of Classroom Interaction, 56 (2021) 1, S.18-32 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0749-4025 |
Schlagwörter | Teacher Student Relationship; Teacher Leadership; High School Teachers; High School Students; Teacher Attitudes; Classroom Environment; Leadership Styles; Interaction; Caring; Teacher Behavior; Academic Achievement; Student Behavior; Preferences; North Carolina Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerfunktionsstelle; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Lehrerverhalten; Klassenklima; Unterrichtsklima; Führungsstil; Interaktion; Care; Pflege; Sorge; Betreuung; Teacher behaviour; Schulleistung; Student behaviour; Schülerverhalten |
Abstract | This study investigates how teacher-student relationships develop. If a teacher is able to foster high-quality relationships with all students, will students work harder in the classroom? An understanding of how teacher-student relationships develop is critical to answering that question. In this investigation, the authors follow a holistic case study tradition to explore teacher-student relationship development. Five themes emerged that collectively describe the development of teacher-student dyadic relationships. The authors explore how descriptions of dyadic relationship development offered by teachers and students align with Leader-member Exchange theory and discuss implications for practice and future research. (As Provided). |
Anmerkungen | University of Houston, College of Education. 442 Farish Hall, Houston, TX 77204-5026. Web site: https://jciuh.org/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |