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Students' and teachers' perception o...

Underwood-Baggett, Darla Lu.

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Students' and teachers' perception of respect.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' and teachers' perception of respect./
作者:	Underwood-Baggett, Darla Lu.
面頁冊數:	153 p.
附註:	Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0459.
Contained By:	Dissertation Abstracts International63-02A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3043237
ISBN:	0493570586

Students' and teachers' perception of respect.
Underwood-Baggett, Darla Lu.

Students' and teachers' perception of respect. - 153 p.

Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0459.

Thesis (Ed.D.)--Texas Tech University, 2002.

Respect is needed in all human relationships. Carl Rogers (1969) stated that the need for positive regard is developed in infancy and is universal in human beings. Positive regard includes attitudes such as warmth, liking, respect, sympathy, and acceptance. Abraham Maslow (1970) stated, "man's need for love or for respect is quite as 'sacred' as his need for the truth" (p. 3).

ISBN: 0493570586Subjects--Topical Terms:

626645
Education, Administration.

Students' and teachers' perception of respect.
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245 1 0 $a Students' and teachers' perception of respect.
300 $a 153 p.
500 $a Source: Dissertation Abstracts International, Volume: 63-02, Section: A, page: 0459.
500 $a Co-Chairs: Judith A. Ponticell; Fred Hartmeister.
502 $a Thesis (Ed.D.)--Texas Tech University, 2002.
520 $a Respect is needed in all human relationships. Carl Rogers (1969) stated that the need for positive regard is developed in infancy and is universal in human beings. Positive regard includes attitudes such as warmth, liking, respect, sympathy, and acceptance. Abraham Maslow (1970) stated, "man's need for love or for respect is quite as 'sacred' as his need for the truth" (p. 3).
520 $a Glasser (1986) states that what individual persons think, feel, and do is generated by what happens inside the persons and inside the environment. This study proposes that what teachers and students think, feel, and do in a classroom, is partially affected by teachers' and students' perceptions of respect in their own teacher-student relationships. The problem is that we do not have consistent definitions of respect, a cohesive conceptual framework for thinking about respect, or sufficient research on respect in teacher-student relationships.
520 $a From a literature review of respect, a framework of three constructs was developed: caring by Nodding, engagement by Rogers, and "power with" by Kreisburg. A survey was developed to support the framework primarily from student statements about respect from teachers garnered from three separate qualitative studies. Survey participants were asked to assign a level of importance in the student-teacher relationship to each of sixty statements and the percentage of time the representation of the statement was present in their classrooms. Junior and senior level students and their teachers from four Texas high schools participated in the study.
520 $a The findings of the study were, that through a factor analysis, the constructs of caring, "power with", and engagement were established; therefore caring, "power with," and engagement provide a framework for understanding and defining respect in the student-teacher relationship. Further data analysis, using analysis of variance (ANOVA) and multiple analysis of variance (MANOVA), revealed that students and teachers perceive respect significantly different as to importance in the student-teacher relationship and in the amount of time it is present in the classroom. Differences were further explained by gender, school, and years of experience for teachers. Ethnicity, classification of junior or senior level, and grade point average were not significant.
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790 1 0 $a Hartmeister, Fred, $e advisor
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