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Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors

McNally, Shelley Ann
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618

Abstract Details

2016, Doctor of Philosophy, University of Toledo, Curriculum and Instruction: Early Childhood Education.
High quality teacher child interactions are important to academic achievement and social success for children at all levels of education. Of particular importance the interaction quality in early childhood establishes a foundation for how children construct relationships with future teachers, influences the attitudes they have about school and ultimately impacts overall school success. Positive relationships are the most beneficial for children but not all children enter school with the same chance for developing high quality relationships with teachers. Teachers can enrich and improve the relationships they have with children by examining their personal beliefs about children and understanding child characteristics that most often impact the relationship. This dissertation aims at investigating teacher-child relationship quality by examining teacher beliefs and behaviors regarding teacher perceived relationship quality, discipline, classroom practices and children. Working with four preschool teachers, data was collected using the following methods: the Student Teacher Relationship Scale, the Teacher Belief Q-Sort, 3 hours of observation, and interviews. Data was analyzed using the constant comparative method, descriptive analysis, and matrix analysis.
Ruslan Slutsky (Committee Chair)
Margaret King (Committee Member)
Suzanna Hapgood (Committee Member)
Jennifer Denyer (Committee Member)
266 p.
Early Childhood Education; Preschool Education

Recommended Citations

Citations

  • McNally, S. A. (2016). Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618

    APA Style (7th edition)

  • McNally, Shelley. Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors. 2016. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618.

    MLA Style (8th edition)

  • McNally, Shelley. "Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors." Doctoral dissertation, University of Toledo, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1480433117409618

    Chicago Manual of Style (17th edition)

toledo1480433117409618
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© 2016, some rights reserved.Creative Commons License Teacher-Child Relationship Quality: Understanding the Impact of Teacher Beliefs and Behaviors by Shelley Ann McNally is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License. Based on a work at etd.ohiolink.edu.
This open access ETD is published by University of Toledo and OhioLINK.