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dc.contributor.authorHoward, Natasha Meheiwheat
dc.date.accessioned2014-03-03T21:01:28Z
dc.date.available2014-03-03T21:01:28Z
dc.date.issued2003-08
dc.identifier.otherhoward_natasha_m_200308_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/howard_natasha_m_200308_phd
dc.identifier.urihttp://hdl.handle.net/10724/21067
dc.description.abstractResearchers have long sought to discover the variables necessary for optimal student achievement. In recent years, more attention has been focused on the nature of the teacher-pupil relationship and on teacher characteristics that promote student learning. Teacher efficacy and expectation have been identified as two factors that contribute to student achievement. The purpose of this study was to investigate differences in teacher efficacy and expectations for different types of students. This study was specifically focused on examining differences in teacher perceptions by student race, gender, grade level, and behavioral cluster. The study sought to determine the extent to which teacher efficacy and expectation can predict student academic achievement.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectstudent achievement
dc.subjectteacher efficacy
dc.subjectteacher expectation
dc.subjectrace
dc.subjectstudent behavior
dc.titleConsidering race, gender, and behavior in the classroom
dc.title.alternativeteacher perceptions and student achievement
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentCounseling Psychology
dc.description.majorCounseling Psychology
dc.description.advisorArthur Horne
dc.description.committeeArthur Horne
dc.description.committeeLinda Campbell
dc.description.committeeJohn Dagley
dc.description.committeeRandy Kamphaus
dc.description.committeeRosemary Phelps


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