Interpersonal functioning and student teacher grades

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dc.contributor.advisor Hefele, Thomas J.
dc.creator MacConnell, Robert W. 2011-05-09T12:31:54Z 2011-05-09T12:31:54Z 1973
dc.identifier.other LB2157 A3 M33
dc.description iv, 52 leaves ; 28 cm.
dc.description Bibliography: leaves 50-52.
dc.description Online version unavailable; print version available from Patrick Power Library.
dc.description.abstract Interpersonal Functioning Variables (i.e. empathy, respect and genuineness) were measured by means of video-taping in actual classroom situations. It was assumed that these variables could have something to do with teacher effectiveness. University Supervisors, Master Teachers and Student Teachers were all rated on these variables so that it could be determined if these “Triad” groups became more like one another during their relationship over the practice teaching session. Also studied, using the same procedure, was if there was a relationship between the grades obtained by the student teacher and the interpersonal variable ratings measured. The study also examined whether student teachers gained in the interpersonal variables measured from the beginning to the end of the practice teaching period which might be expected if some learning (how to teach) had been done.
dc.description.provenance Made available in DSpace on 2011-05-09T12:31:54Z (GMT). No. of bitstreams: 0 en
dc.language.iso en
dc.publisher Halifax, N.S. : Saint Mary's University
dc.subject.lcc LB2157.A3
dc.subject.lcsh Student teachers
dc.subject.lcsh Teacher-student relationships
dc.title Interpersonal functioning and student teacher grades
dc.type Text Master of Arts in Education Masters Faculty of Education Saint Mary's University (Halifax, N.S.)
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