Leading the Way: The Relationship between Effective Teachers' Interactions with Their Students and Their Students' Interactions with Each Other in Two Multi-Grade Parochial Classrooms

Autor/in	Stephens, Eudora A.
Titel	Leading the Way: The Relationship between Effective Teachers' Interactions with Their Students and Their Students' Interactions with Each Other in Two Multi-Grade Parochial Classrooms
Quelle	(2012), (229 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Florida Atlantic University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-4819-9
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Teacher Student Relationship; Interpersonal Relationship; Parochial Schools; Focus Groups; Interviews; Observation; Scaffolding (Teaching Technique); Accountability; Student Needs; Safety; Group Membership; Multigraded Classes; Elementary School Teachers; Elementary School Students + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Konfessionsschule; Interviewing; Interviewtechnik; Beobachtung; Verantwortung; Sicherheit; Gruppenzugehörigkeit; Mehrstufenklasse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This qualitative research study examined the teacher-student and student-student interactions that took place in two elementary parochial classrooms staffed by teachers nominated as effective by their supervisors. The study also examined relationships, similarities and differences between the teacher-student and student-student interactions. Qualitative data were collected including classroom observations, interviews with teachers, and focus group interviews with students. Results indicated that effective teachers supported their students organizationally through well-organized learning environments; instructionally by using a variety of instructional scaffolds, strategies and materials while holding students accountable for their learning; and emotionally by meeting students' needs for belonging and safety. Student-student instructional and emotional supports reflected most of the elements of teacher-student organizational, instructional and emotional supports but also included some negative interactions not present in teacher-student interactions. Implications for classroom practice, public policy and further research in classroom interactions are given. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10