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020 ▼a 9780438018006
035 ▼a (MiAaPQ)AAI10791871
035 ▼a (MiAaPQ)purdue:22515
040 ▼a MiAaPQ ▼c MiAaPQ ▼d 248032
0820 ▼a 371
1001 ▼a Ehmer, Mindy R.
24510 ▼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.
5021 ▼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
71020 ▼a Purdue University. ▼b Educational Studies.
7730 ▼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
85640 ▼u http://www.riss.kr/pdu/ddodLink.do?id=T14997667 ▼n KERIS
980 ▼a 201812 ▼f 2019
990 ▼a 관리자