Teaching and student outcomes : a study on teachers' thoughts and actions from an interpersonal and a learning activities perspective
By den Pj Perry Brok. 2001
118 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/300e85c20215dfd3c06c5c1e88375936e2e83c01
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Marie-Christine J. L. Opdenakker
- Ridwan Maulana
- Mieke Brekelmans
- T. Wubbels
- Roel Bosker
- Michael Wei
- Yalun Zhou
- P. D. den Brok
Citations in the corpus
- Teacher–student interpersonal relationships in Indonesia: profiles and importance to student motivation (2011, background): “Den Brok (2001) found a strong correlation between Proximity and pleasure, relevance, confidence and effort in English classrooms, while Influence correlated less strongly with those outcomes.”
- Teacher interpersonal behaviour and student achievement in English as a Foreign Language classrooms in China (2009, background): “…to gather than, for example, observational data, that student perceptions are often based on a large number of lessons, and that they are created by students taking into account many different situations, teachers and contexts (Clausen 2002; De Jong and Westerhof 2001; den Brok 2001; Fraser 1998).”
- Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction (2006, unknown): “den Brok, 2001). 206 Learning Environ Res (2006) 9:199–213”
- Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, unknown): “Because teacher – student relationships may also differ according to gender and content area of the teacher (e.g., Decker & Rimm-Kaufman, 2008; den Brok, 2001), it may also be interesting to include these variables in future research.”
- TWO DECADES OF RESEARCH ON TEACHER–STUDENT RELATIONSHIPS IN CLASS (2005, methodology): “…and cognitive outcomes is not linear, but curvilinear (i.e., lower perceptions of proximity go with low outcomes, but intermediate and higher values with higher performance until a certain ceiling of optimal proximity has been reached; den Brok, 2001; den Brok, Brekelmans, & Wubbels, 2004).”