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Date of Award
2012
Document Type
Dissertation - Pacific Access Restricted
Degree Name
Doctor of Education (Ed.D.)
Department
Educational Administration and Leadership
First Advisor
Lynn Beck
First Committee Member
Rachelle Hackett
Second Committee Member
Craig Seal
Third Committee Member
Sheila Harrison
Abstract
The primary purpose of this study was to explore the correlations between students' perceptions of their relationships with teachers, students' academic achievement and students' classroom behavior. A secondary purpose of the study was to investigate if students' ethnicity, gender and socio-economic status moderate the relationship. A survey was used to assess sixth grade students' perceptions of relationships with their teachers when they were in fifth grade. Significant associations were found between student perceptions of positive relationships and high English Language arts achievement for African for African American, Hispanic, male and low socio economic status (SES) students. Significant associations were also found between higher CST scores in Math For African American, female and low SES students. Finally, negative teacher-student relationships were found to he associated with a higher probability of students receiving referrals for Hispanic, male and Low SES students. The results of this study suggest that positive student teacher relationships are associated with and may contribute to positive academic and behavioral outcomes for vulnerable students.
Pages
154
ISBN
9781267506801
Recommended Citation
Gill, Khushwinder Kaur. (2012). Associations between students' perceptions of teacher-student relationship quality, academic achievement, and classroom behavior: Are they moderated by ethnicity, gender, or socio economic status?. University of the Pacific, Dissertation - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/84
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