What Practices in School Discipline Develop Better Student-Teacher Relationship?

1957 ◽  
Vol 41 (228) ◽  
pp. 193-199
Author(s):  
Lieb Richmond
Keyword(s):  
Student Teacher ◽  
School Discipline ◽  
Student Teacher Relationship

Examining bias in school discipline sanctions: Does student-teacher racial/ethnic match matter?

2013 ◽  
Author(s):  
Jamilia J. Blake ◽  
Eric A. Booth ◽  
Dottie Carmichael ◽  
Allison Siebert ◽  
Tony Fabelo ◽  
...  
Keyword(s):  
Student Teacher ◽  
School Discipline ◽  
Ethnic Match ◽  
Racial Ethnic

Reliability and Validity of the Parent form of the Social Competence Scale in Chinese Preschoolers

2012 ◽  
Vol 111 (1) ◽  
pp. 266-268 ◽  
Author(s):  
Xiao Zhang ◽  
Xue Ke ◽  
Xiaoyan Wang
Keyword(s):  
Preschool Children ◽  
Social Competence ◽  
Internal Consistency ◽  
Student Teacher ◽  
Reliability And Validity ◽  
Single Dimension ◽  
Student Teacher Relationship ◽  
The Social ◽  
Competence Scale ◽  
High Internal Consistency

The Parent Form of the Social Competence Scale (SCS–PF) was translated into Chinese and validated in a sample of Chinese preschool children ( N = 443). Results confirmed a single dimension and high internal consistency in the SCS–PF. Mothers' ratings on the SCS–PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student–Teacher Relationship Scale.

Dilemmas of Knowing: Ethical and Epistemological Dimensions of Teachers' Work and Development

1990 ◽  
Vol 60 (2) ◽  
pp. 159-181 ◽  
Author(s):  
Nona Lyons
Keyword(s):  
Student Teacher ◽  
Teacher Narratives ◽  
Student Teacher Relationship ◽  
Alternative Perspective ◽  
Teachers Perspectives

In this article Nona Lyons explores the nature and meaning of the dilemmas teachers encounter in their classrooms as they, along with their students, respond to and interpret the tasks of learning. Through analyses of teacher narratives, Lyons reveals how the teachers' perspectives toward knowledge and their view of themselves and of their students as knowers enter into their work and can at times be part of their development. In taking up these epistemological issues, Lyons illuminates features of the student-teacher relationship and offers an alternative perspective to current discussions about teachers' knowledge.

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