Date of Award

11-1-2018

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Tamara J. Williams

Abstract

Student-teacher relationships are a critical component of the classroom environment, and are unique for each relationship that exists between a teacher and the students in a class. Within a relationship, different amounts of closeness, dependency, and conflict influence the significance a student-teacher relationship can have on student success. Likewise, mobile students experience school in a different way than a nonmobile student does as they miss the intentional, classwide opportunities to interact and build a quality student-teacher relationship. Since mobile students experience school differently, schools need to respond to the mobile populations’ needs differently. This study explored how teacher’s perception of quality student-teacher relationships in the classroom vary by mobility through a 28 item survey. The Student Teacher Relationship Scale by Robert Pianta (1995) was completed by teachers for 104 students in an urban school that were mobile and nonmobile. An analysis of teacher perceptions of the student-teacher relationship, enrollment, behavior, and academic performance was completed. The study provides recommendations for further research and may provide insight to schools and teachers on considerations for strategies that might support mobile students in the classroom.

Comments

A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska in Partial Fulfillment of Requirements for the Degree of Doctor of Education. Copyright 2018 Cecilia Wilken.

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