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"Striving to do so much": Expectati...

Akerman, Suzanne C.

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"Striving to do so much": Expectations and responsibility in teacher-student relationships.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"Striving to do so much": Expectations and responsibility in teacher-student relationships./
Author:	Akerman, Suzanne C.
Description:	100 p.
Notes:	Source: Masters Abstracts International, Volume: 43-02, page: 0383.
Contained By:	Masters Abstracts International43-02.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1423275
ISBN:	0496073982

"Striving to do so much": Expectations and responsibility in teacher-student relationships.
Akerman, Suzanne C.

"Striving to do so much": Expectations and responsibility in teacher-student relationships. - 100 p.

Source: Masters Abstracts International, Volume: 43-02, page: 0383.

Thesis (M.A.E.)--Pacific Lutheran University, 2004.

This inquiry project follows two middle school students through one school year, documenting interactions with teachers, and recording their views about teachers through interviews. An analysis of these findings demonstrates that students believe that in order to achieve and maintain positive relationships with students, teachers should be responsible for supporting all students educationally, both inside and outside of the classroom, and emotionally through listening and helping with personal problems. Students also reported that they were responsible for some aspects of the teacher-student relationship including behaving well in class to contribute to the learning environment, respecting others and communicating their needs. These findings suggest that students believe that a democratic classroom environment in which students are given responsibility and treated as significant agents in the classroom are conducive to positive teacher student relationships.

ISBN: 0496073982Subjects--Topical Terms:

783746
Education, Philosophy of.

"Striving to do so much": Expectations and responsibility in teacher-student relationships.
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245 1 0 $a "Striving to do so much": Expectations and responsibility in teacher-student relationships.
300 $a 100 p.
500 $a Source: Masters Abstracts International, Volume: 43-02, page: 0383.
500 $a Chair: Stephen Woolworth.
502 $a Thesis (M.A.E.)--Pacific Lutheran University, 2004.
520 $a This inquiry project follows two middle school students through one school year, documenting interactions with teachers, and recording their views about teachers through interviews. An analysis of these findings demonstrates that students believe that in order to achieve and maintain positive relationships with students, teachers should be responsible for supporting all students educationally, both inside and outside of the classroom, and emotionally through listening and helping with personal problems. Students also reported that they were responsible for some aspects of the teacher-student relationship including behaving well in class to contribute to the learning environment, respecting others and communicating their needs. These findings suggest that students believe that a democratic classroom environment in which students are given responsibility and treated as significant agents in the classroom are conducive to positive teacher student relationships.
590 $a School code: 6200.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Secondary. $3 539262
690 $a 0998
690 $a 0525
690 $a 0533
710 2 0 $a Pacific Lutheran University. $3 1017898
773 0 $t Masters Abstracts International $g 43-02.
790 1 0 $a Woolworth, Stephen, $e advisor
790 $a 6200
791 $a M.A.E.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1423275