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ERIC Number: ED550680
Record Type: Non-Journal
Publication Date: 2012
Pages: 229
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-4819-9
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
Stephens, Eudora A.
ProQuest LLC, Ph.D. Dissertation, Florida Atlantic University
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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A