Purposeful educational relationships : grade 7 students' perceptions of authentic engagement

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dc.contributor.authorde Grandpré, Sylvie
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorFowler, Leah
dc.date.accessioned2012-01-13T17:56:56Z
dc.date.available2012-01-13T17:56:56Z
dc.date.issued2010
dc.degree.levelMasters
dc.descriptionxiv, 168 leaves : ill. (chiefly col.) ; 29 cmen_US
dc.description.abstractThis study explores how developing purposeful relationships with students fosters engagement. Grade seven students were surveyed, interviewed, and given the opportunity to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI), the students took a closer look at attitudes, teaching skills and the relationship with an enjoyable teacher and added their own personal experiences to research-based examples of factors contributing to engagement. The results confirm that developing purposeful relationships contribute to raising student engagement and yield numerous examples of what students value. These examples were compiled and highlight that there is an undeniable human aspect to teaching. Building purposeful relationships does not solve all school related issues but provides students with a more positive outlook on schooling.en_US
dc.identifier.urihttps://hdl.handle.net/10133/2589
dc.language.isoen_USen_US
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010en_US
dc.publisher.facultyEducationen_US
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en_US
dc.subjectStudents -- Attitudesen_US
dc.subjectTeacher-student relationshipsen_US
dc.subjectAppreciative inquiryen_US
dc.subjectTeachers -- Attitudesen_US
dc.subjectDissertations, Academicen_US
dc.titlePurposeful educational relationships : grade 7 students' perceptions of authentic engagementen_US
dc.typeThesisen_US
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