Abstract/Details

“Striving to do so much”: Expectations and responsibility in teacher-student relationships


2004 2004

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Abstract (summary)

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.

Indexing (details)


Subject
Educational theory;
Educational psychology;
Secondary education
Classification
0998: Educational theory
0525: Educational psychology
0533: Secondary education
Identifier / keyword
Education
Title
“Striving to do so much”: Expectations and responsibility in teacher-student relationships
Author
Akerman, Suzanne C.
Number of pages
100
Publication year
2004
Degree date
2004
School code
6200
Source
MAI 43/02M, Masters Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780496073986, 0496073982
Advisor
Woolworth, Stephen
University/institution
Pacific Lutheran University
University location
United States -- Washington
Degree
M.A.E.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
1423275
ProQuest document ID
305041131
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/305041131
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