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dc.contributor.authorMcCreary, W. Randy
dc.date.accessioned2014-04-30T16:06:01Z
dc.date.available2014-04-30T16:06:01Z
dc.date.issued2014-04-30
dc.identifier.urihttp://hdl.handle.net/10464/5393
dc.description.abstractUsing a narrative inquiry approach from the perspective of the researcher’s own experiences, this paper explores the connections that developed with several teachers that facilitated and impacted his own academic and cognitive, affective, and behavioural personal development. Viewed through the analytical lens of Erikson’s theory of psychosocial development, this narrative investigates the potential effectiveness of this model in understanding the lasting and life- altering changes that may be experienced by a student through his or her interactions with memorable teachers. Last, in educational environments today, character and value based curricula are experiencing a resurgence in popularity due to their theoretical applicability for helping students to optimally develop academically, socially, and culturally. With this in mind, a student-based perspective of memorable student–teacher connections may provide a framework for developing more effective means of effectively implementing a character development curriculum.en_US
dc.subjectcharacter education teacher student dynamicsen_US
dc.titleBeyond the Books: Understanding Connections Between Teachers and Pupils From the Perspective of the Studenten_US
refterms.dateFOA2021-08-04T02:54:06Z


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