| LDR | | 01699nam u200445 4500 |
| 001 | | 000000421281 |
| 005 | | 20190215165203 |
| 008 | | 181129s2018 |||||||||||||||||c||eng d |
| 020 | |
▼a 9780438018006 |
| 035 | |
▼a (MiAaPQ)AAI10791871 |
| 035 | |
▼a (MiAaPQ)purdue:22515 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 371 |
| 100 | 1 |
▼a Ehmer, Mindy R. |
| 245 | 10 |
▼a Teacher Identity and the Role of Relational Coaching. |
| 260 | |
▼a [S.l.]:
▼b Purdue University.,
▼c 2018. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2018. |
| 300 | |
▼a 149 p. |
| 500 | |
▼a Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A. |
| 500 | |
▼a Adviser: Marilyn Hirth. |
| 502 | 1 |
▼a Thesis (Ph.D.)--Purdue University, 2018. |
| 520 | |
▼a 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 |
| 590 | |
▼a School code: 0183. |
| 650 | 4 |
▼a Educational leadership. |
| 650 | 4 |
▼a Educational administration. |
| 650 | 4 |
▼a Educational evaluation. |
| 650 | 4 |
▼a Teacher education. |
| 690 | |
▼a 0449 |
| 690 | |
▼a 0514 |
| 690 | |
▼a 0443 |
| 690 | |
▼a 0530 |
| 710 | 20 |
▼a Purdue University.
▼b Educational Studies. |
| 773 | 0 |
▼t Dissertation Abstracts International
▼g 79-10A(E). |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0183 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2018 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997667
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 201812
▼f 2019 |
| 990 | |
▼a ***1012033 |