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dc.contributor.advisorGuetterman, Timen_US
dc.contributor.authorStorch, Shannon J.en_US
dc.date.accessioned2018-11-08T13:46:11Z
dc.date.available2018-11-08T13:46:11Z
dc.date.issued2018-10-08en_US
dc.identifier.urihttp://hdl.handle.net/10504/119933
dc.description.abstractPositive teacher-student relationships can have long-lasting beneficial social, academic, and mental health effects on a child’s human development. Many teachers see relations and interactions with the students as the most difficult aspect of teaching, and they experience that their teacher training does not prepare them sufficiently for these aspects of the teaching profession. Many Western nations are experiencing difficulties attracting new teachers and retaining them once they are in the profession. By incorporating the teaching of relational competences to new teachers in Denmark, new teachers have seen an increase in recognizing the pre-challenges and pre-conditions that students bring with them into the classroom. Further research is needed to determine if new teachers within the United States believe they have the relational competences needed to develop relationships with students from poverty as they interact in a dynamic ecological system.|Keywords: Ecological Systems Theory, relational competences, new teachers, attrition, at-risk adolescentsen_US
dc.language.isoen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright is retained by the Author. A non-exclusive distribution right is granted to Creighton University and to ProQuest following the publishing model selected above.en_US
dc.titleQuantifying New Teacher Relational Competence with At-Risk Adolescentsen_US
dc.typeDissertation
dc.rights.holderShannon Storchen_US
dc.publisher.locationOmaha, Nebraskaen_US
dc.description.noteProQuest Traditional Publishing Optionen_US
dc.contributor.cuauthorStorch, Shannon J.en_US
dc.degree.levelEdD (Doctor of Education)en_US
dc.degree.disciplineInterdisciplinary Ed.D. Program in Leadershipen_US
dc.degree.nameEd.D. Program in Leadershipen_US
dc.degree.grantorGraduate Schoolen_US
dc.degree.committeeHogan, Lucyen_US


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