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Teacher-student relationships and en...

Richards, Kenny W.

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Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception./
Author:	Richards, Kenny W.
Description:	265 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4344.
Contained By:	Dissertation Abstracts International66-12A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199778
ISBN:	9780542470905

Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception.
Richards, Kenny W.

Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception. - 265 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4344.

Thesis (Ed.D.)--University of La Verne, 2006.

Purpose. This study explored and analyzed teacher-student relationships that enhance learning from the perspective of high school students. There has been little research on what high school students think and feel about teacher-student relationships and their connection to learning.

ISBN: 9780542470905Subjects--Topical Terms:

539262
Education, Secondary.

Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception.
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035 $a (UnM)AAI3199778
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100 1 $a Richards, Kenny W. $3 1911127
245 1 0 $a Teacher-student relationships and enhanced student learning: An interpretative ethnography of high school student perception.
300 $a 265 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4344.
500 $a Adviser: Keith Larick.
502 $a Thesis (Ed.D.)--University of La Verne, 2006.
520 $a Purpose. This study explored and analyzed teacher-student relationships that enhance learning from the perspective of high school students. There has been little research on what high school students think and feel about teacher-student relationships and their connection to learning.
520 $a Methodology. Twenty-seven high school students from grades 9-12, attending six different high schools were select to participate in this ethnographic study in one-on-one conversations covering six research questions. They were: (1) What defines positive learning relationships with a teacher; (2) what motivates positive learning relationships with a teacher; (3) how is a teacher viewed as caring; (4) how does the teacher's feeling about the student enhance or limit their success in student learning; (5) how the students interpret the role between teacher-student relationships that enhance student learning; (6) what characteristics does a caring teacher demonstrate?
520 $a Findings. High school students contend overwhelmingly that the teacher-student relationship is the most important factor in their learning. Students indicate that the classroom must be safe from student and teacher negative comments for positive teacher-student relationships to exist. Students define a positive teacher-student relationship as one that allows students to feel comfortable enough to ask the teacher for help. Students want individual help from the teacher as they move around the classroom. Helping students with school and personal matters motivates relationships. Caring was the most common characteristic identified. Positive and negative teacher attitudes and feelings communicated to students through teacher action and inaction motivates and destroys teacher-student relationships and student learning.
520 $a Conclusions. Teacher-student relationship is most important to student learning. Student's (self) emotional and personal safety concerns in the classroom is the student's top personal need. It is the students' feelings, beliefs, and emotions based upon their teacher-student relationship and students' need to achieve in the school that promotes learning through relationship to complete the task. Students do more assignments and learn more from positive, caring teachers.
520 $a Recommendations. Further studies: (1) replication of this study in urban and rural areas; (2) how teacher-student relationships change according to class size; (3) school schedules that may improve teacher-student relationships and student learning.
590 $a School code: 0476.
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Sociology of. $3 626654
690 $a 0533
690 $a 0525
690 $a 0340
710 2 0 $a University of La Verne. $3 718928
773 0 $t Dissertation Abstracts International $g 66-12A.
790 1 0 $a Larick, Keith, $e advisor
790 $a 0476
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199778