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Teacher Identity and the Role of Relational Coaching
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Teacher Identity and the Role of Relational Coaching. |
| 개인저자 | Ehmer, Mindy R. |
| 단체저자명 | Purdue University. Educational Studies. |
| 발행사항 | [S.l.]: Purdue University., 2018. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2018. |
| 형태사항 | 149 p. |
| 기본자료 저록 | Dissertation Abstracts International 79-10A(E). Dissertation Abstract International |
| ISBN | 9780438018006 |
| 학위논문주기 | Thesis (Ph.D.)--Purdue University, 2018. |
| 일반주기 |
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Adviser: Marilyn Hirth. |
| 요약 | The purpose of this study was to identify specific strategies that principals use when coaching teachers who struggle to develop positive relationships with students. Using a qualitative case study design, six principals were identified through |
| 일반주제명 | Educational leadership. Educational administration. Educational evaluation. Teacher education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
