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Abstract

This dissertation reviews the function and assessment of
teacher- student relationships and their bearing on the learning
process in the primary school classroom.
The importance attached to teacher-student relationships
in Australian schools is surveyed. The existence of positive
relationships is recognized as being essential.
Role relationships between teachers and students are
examined. Whilst acknowledging the necessity of these role
relationships, the potential for additional relationships to
develop and co-exist is explored. A variety of teaching roles is
listed and discussed.
Variables which influence teacher-student relationships
are identified. The bearing of these variables on effective
learning is examined. Some conflicting evidence is presented
and debated.
The assessment of teaching skills is reviewed with
particular reference to teacher-student relationship-building
skills. Current practices in teacher assessment are examined.
Emphasis is placed on the need for consistency between the
aspect of teaching behaviour requiring attention and the type of
teacher assessment employed. Specific reference is made to
assessment practices in Tasmania, and Australia as a whole.
The compatability of these practices with the approach required
to assess ongoing and developmental teacher behaviours is
discussed.
Teacher-student relationships play a vital part in the
learning process. However, these relationships alone are not
sufficient to ensure effective learning. Teacher behaviours
which contribute towards the building of positive
teacher-student relationships have been identified. In addition, behaviours which students display in effective learning
environments are listed. There is a high congruence between
behaviours typically found in effective learning environments
and behaviours which help build positive teacher-student
relationships.
Strategies to promote awareness of the role of
teacher-student relationships in this respect are recommended.
Finally, suggestions to facilitate effective assessment of
teacher-student relationship skills are made.

Item Type:	Thesis - Research Master
Authors/Creators:	Gardner, Christine(Christine Margaret)
Keywords:	Teacher-student relationships, Teacher-student relationships, Education, Primary
Copyright Holders:	The Author
Copyright Information:	Copyright 1986 the Author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Bibliography: leaves 61-70. Thesis (M.Ed.Stud.)--University of Tasmania, 1988
Item Statistics:	View statistics for this item

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