Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación

1 archivo de lectura en pdf.

Autores:: Pinilla de Brigard, Natalia

Tipo de recurso:

Fecha de publicación:: 2016

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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repository_id_str
dc.title.es_CO.fl_str_mv	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
title	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
spellingShingle	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación Vida estudiantil -- Colombia Maestro y alumno Relaciones profesor-alumno
title_short	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
title_full	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
title_fullStr	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
title_full_unstemmed	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
title_sort	Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación
dc.creator.fl_str_mv	Pinilla de Brigard, Natalia
dc.contributor.advisor.none.fl_str_mv	Trujillo Cano, Ángela María
dc.contributor.author.none.fl_str_mv	Pinilla de Brigard, Natalia
dc.subject.lemb.none.fl_str_mv	Vida estudiantil -- Colombia Maestro y alumno Relaciones profesor-alumno
topic	Vida estudiantil -- Colombia Maestro y alumno Relaciones profesor-alumno
description	1 archivo de lectura en pdf.
publishDate	2016
dc.date.accessioned.none.fl_str_mv	2016-05-24T23:22:24Z
dc.date.available.none.fl_str_mv	2016-05-24T23:22:24Z
dc.date.created.none.fl_str_mv	2016
dc.date.issued.none.fl_str_mv	2016-05-26
dc.type.es_CO.fl_str_mv	bachelorThesis
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dc.type.local.none.fl_str_mv	Tesis de Pregrado
dc.type.hasVersion.none.fl_str_mv	publishedVersion
dc.identifier.citation.none.fl_str_mv	Allen, J., Gregory, A., Mikami, A., Luna, A., Hamre, B. & Pianta, R. (2013). Observatons of effective teacher-student interactions in secondary school classroons: Predicting student achievement with the classroom assessment scoring systemsecondary. School Psychology Review 42(1). 76-98. Baroody, A.W. (2014). The link between responsive classroom training and student-teacher relationship quality in the fifth grade: a study of fidelity of implementation. School Psychology Review, 43(1), 69-85. Benningfield, M., Riggs, P. & Stepghan, S. (2015). The role of school in substance use prevention and intervention. Child Adolescenct Psychiatric Clinnics, 24, 291-303. doi: 10.1016/j.chc.2014.12.004 Bon, L., Butler, h., Thomas, L., Carlin, J., Glover, S., Bowes, G. & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health and academic outcomes. Journal of Adolescent Health, 420(9), 357-357. doi:10.1016/j.jadohealth.2006.10.013 Bonino, S., Cattelino, E., & Ciairano, S. (2003). Psychoactive Substance. En S. Bonino., E. Cattelino & S. Ciairano. UseAdolescents and Risk: Behavior, Functions, and Protective Factors (pp.41-89). Bologna: Springer Catalano, R.F. & Hawkins,J.D. (1996). The social development model: A theory of antisocial behavior. J.D. Hawkins. Delinquency and Crime: Current Theories (pp.149-197).Cambridge: Cambridge University Press. Cleveland, M., Feinberg, M., Bontempo, D. & Greenber, M. (2008). The role of risk and protective factors in substance use across adolescence. Journal of Adolescent Health, 43, 157-164. doi:10.1016/j.jadohealth.2008.01.015 Chapman, R., Buckley, I., Reveruzzi, B. & Sheehan, M. (2014). Injury prevention among Friends: The benefits of school connectedness. Journal of adolescence 37, 937-344 Fletcher, A., Bonell, C., Sorhaindo, A. & Strange, V. (2009). How might school influence Young people´s drug use? Development of theory qualitative case-study research. Journal of Adolescenct Heath, 45, 126-132. doi:10.1016/j.jadohealth.2008.12.02 Fisher, D., Frase, B. & Cresswell, J. (1995). Using the “Questionnaire on Teacher Interaction” in the profesional development of teachers. Australian Journal of Teacher Education, 20(1), 7-19. Lopez-Quintero, C. & Neumark, Y. (2015). Prevalence and determinants of resistance to use drugs among adolescents who had an opportunity to use drugs. Drug and Alcohol dependance, 149, 55-62 Madill, R.C. (2014). Students´Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children´s AggressiveDisruptive Behaviors, and Peer Social Preference. School Psychology Review, 43(1), 86-105. McGee, J. & Murray, B. (2009). The impact of teacher-student interaction on student motivation and achievement. University of Central Florida. McGrath, K. & Vam Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. doi: 10.1016/j.edurev.2014.12.001 Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal School Psychology, 48, 137-152. doi:10.1016/j.jsp.2005.01.003 Obando, D., Trujillo, A. & Trujillo, C. (2014). Substance use and antisocial behavior in adolescents: The role of family and peer-individual risk and protective factors. Substance Use & Misuse, 49, 1934-1944. doi: 10.3109/10826084.2014.956365 Pas, E., Cash, A., O´Brennan, L., Debnam, K. & Bradshaw, C. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of Social Psychology, 53, 137-148 Perra, O., Fletcher, A., Bonell, C., Higgins, K. & McCrystal, P. (2012). Journal of adolescence, 35, 315-324. doi:10.1016/j.adolescence.2011.08.009 Piko, B. & Kovács, E. (2010). Do parents and school matter? Protective factors for adolescent substance use. Addictive Behaviors, 35, 53-56. doi:10.1016/j.addbeh.2009.08.004 Rudasill, K., Reio Jr, T., Stipanovic, N. & Taylor, J. (2010). A longitudinal study of student-teacher relationshi quality, difficult temperament and risky behavior from childhood to early adolescence. Journal School Psychology, 48, 389-412. doi:10.1016/j.jsp.2010.05.001 Tupper, K. (2008). Teaching teachers to just say “know”: Reflections on drug education. ScienceDirect Teaching and Teacher Education, 24, 356-367. doi:10.1016/j.tate.2007.08.007 Voisin, D., Salazar, L., Crosby, R., Diclemente, R., Yarber, W. & Staples-Horne, M. (2005). Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health, 37, 337-337. doi:10.1016/j.jadohealth.2006.10.013 Wang, L., Wang, W., Gu, H., Zhan, P., Yang, X. & Barnard, P. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from shanghai. Social Behavior & Personality: An International Journal, 42(1), 99-113. Wongtongkam, N., Ward, P., Day, A. & Winefield, A. (2014). The influence of protective and risk factors in individual, peer and school domains on Thai adolescents´ alcohol and illicit drug use: A suvey. Addictive Behaviors, 39, 1447-1451. doi:10.1016/j.addbeh.2014.05.026
dc.identifier.uri.none.fl_str_mv	http://hdl.handle.net/10818/24354
dc.identifier.local.none.fl_str_mv	262115 TE08297
dc.identifier.repourl.none.fl_str_mv	http://intellectum.unisabana.edu.co/
identifier_str_mv	Allen, J., Gregory, A., Mikami, A., Luna, A., Hamre, B. & Pianta, R. (2013). Observatons of effective teacher-student interactions in secondary school classroons: Predicting student achievement with the classroom assessment scoring systemsecondary. School Psychology Review 42(1). 76-98. Baroody, A.W. (2014). The link between responsive classroom training and student-teacher relationship quality in the fifth grade: a study of fidelity of implementation. School Psychology Review, 43(1), 69-85. Benningfield, M., Riggs, P. & Stepghan, S. (2015). The role of school in substance use prevention and intervention. Child Adolescenct Psychiatric Clinnics, 24, 291-303. doi: 10.1016/j.chc.2014.12.004 Bon, L., Butler, h., Thomas, L., Carlin, J., Glover, S., Bowes, G. & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health and academic outcomes. Journal of Adolescent Health, 420(9), 357-357. doi:10.1016/j.jadohealth.2006.10.013 Bonino, S., Cattelino, E., & Ciairano, S. (2003). Psychoactive Substance. En S. Bonino., E. Cattelino & S. Ciairano. UseAdolescents and Risk: Behavior, Functions, and Protective Factors (pp.41-89). Bologna: Springer Catalano, R.F. & Hawkins,J.D. (1996). The social development model: A theory of antisocial behavior. J.D. Hawkins. Delinquency and Crime: Current Theories (pp.149-197).Cambridge: Cambridge University Press. Cleveland, M., Feinberg, M., Bontempo, D. & Greenber, M. (2008). The role of risk and protective factors in substance use across adolescence. Journal of Adolescent Health, 43, 157-164. doi:10.1016/j.jadohealth.2008.01.015 Chapman, R., Buckley, I., Reveruzzi, B. & Sheehan, M. (2014). Injury prevention among Friends: The benefits of school connectedness. Journal of adolescence 37, 937-344 Fletcher, A., Bonell, C., Sorhaindo, A. & Strange, V. (2009). How might school influence Young people´s drug use? Development of theory qualitative case-study research. Journal of Adolescenct Heath, 45, 126-132. doi:10.1016/j.jadohealth.2008.12.02 Fisher, D., Frase, B. & Cresswell, J. (1995). Using the “Questionnaire on Teacher Interaction” in the profesional development of teachers. Australian Journal of Teacher Education, 20(1), 7-19. Lopez-Quintero, C. & Neumark, Y. (2015). Prevalence and determinants of resistance to use drugs among adolescents who had an opportunity to use drugs. Drug and Alcohol dependance, 149, 55-62 Madill, R.C. (2014). Students´Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children´s AggressiveDisruptive Behaviors, and Peer Social Preference. School Psychology Review, 43(1), 86-105. McGee, J. & Murray, B. (2009). The impact of teacher-student interaction on student motivation and achievement. University of Central Florida. McGrath, K. & Vam Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. doi: 10.1016/j.edurev.2014.12.001 Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal School Psychology, 48, 137-152. doi:10.1016/j.jsp.2005.01.003 Obando, D., Trujillo, A. & Trujillo, C. (2014). Substance use and antisocial behavior in adolescents: The role of family and peer-individual risk and protective factors. Substance Use & Misuse, 49, 1934-1944. doi: 10.3109/10826084.2014.956365 Pas, E., Cash, A., O´Brennan, L., Debnam, K. & Bradshaw, C. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of Social Psychology, 53, 137-148 Perra, O., Fletcher, A., Bonell, C., Higgins, K. & McCrystal, P. (2012). Journal of adolescence, 35, 315-324. doi:10.1016/j.adolescence.2011.08.009 Piko, B. & Kovács, E. (2010). Do parents and school matter? Protective factors for adolescent substance use. Addictive Behaviors, 35, 53-56. doi:10.1016/j.addbeh.2009.08.004 Rudasill, K., Reio Jr, T., Stipanovic, N. & Taylor, J. (2010). A longitudinal study of student-teacher relationshi quality, difficult temperament and risky behavior from childhood to early adolescence. Journal School Psychology, 48, 389-412. doi:10.1016/j.jsp.2010.05.001 Tupper, K. (2008). Teaching teachers to just say “know”: Reflections on drug education. ScienceDirect Teaching and Teacher Education, 24, 356-367. doi:10.1016/j.tate.2007.08.007 Voisin, D., Salazar, L., Crosby, R., Diclemente, R., Yarber, W. & Staples-Horne, M. (2005). Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health, 37, 337-337. doi:10.1016/j.jadohealth.2006.10.013 Wang, L., Wang, W., Gu, H., Zhan, P., Yang, X. & Barnard, P. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from shanghai. Social Behavior & Personality: An International Journal, 42(1), 99-113. Wongtongkam, N., Ward, P., Day, A. & Winefield, A. (2014). The influence of protective and risk factors in individual, peer and school domains on Thai adolescents´ alcohol and illicit drug use: A suvey. Addictive Behaviors, 39, 1447-1451. doi:10.1016/j.addbeh.2014.05.026 262115 TE08297
url	http://hdl.handle.net/10818/24354 http://intellectum.unisabana.edu.co/
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dc.publisher.es_CO.fl_str_mv	Universidad de La Sabana
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institution	Universidad de la Sabana
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spelling	Trujillo Cano, Ángela MaríaPinilla de Brigard, NataliaPsicólogo2016-05-24T23:22:24Z2016-05-24T23:22:24Z20162016-05-26Allen, J., Gregory, A., Mikami, A., Luna, A., Hamre, B. & Pianta, R. (2013). Observatons of effective teacher-student interactions in secondary school classroons: Predicting student achievement with the classroom assessment scoring systemsecondary. School Psychology Review 42(1). 76-98.Baroody, A.W. (2014). The link between responsive classroom training and student-teacher relationship quality in the fifth grade: a study of fidelity of implementation. School Psychology Review, 43(1), 69-85.Benningfield, M., Riggs, P. & Stepghan, S. (2015). The role of school in substance use prevention and intervention. Child Adolescenct Psychiatric Clinnics, 24, 291-303. doi: 10.1016/j.chc.2014.12.004Bon, L., Butler, h., Thomas, L., Carlin, J., Glover, S., Bowes, G. & Patton, G. (2007). Social and school connectedness in early secondary school as predictors of late teenage substance use, mental health and academic outcomes. Journal of Adolescent Health, 420(9), 357-357. doi:10.1016/j.jadohealth.2006.10.013Bonino, S., Cattelino, E., & Ciairano, S. (2003). Psychoactive Substance. En S. Bonino., E. Cattelino & S. Ciairano. UseAdolescents and Risk: Behavior, Functions, and Protective Factors (pp.41-89). Bologna: SpringerCatalano, R.F. & Hawkins,J.D. (1996). The social development model: A theory of antisocial behavior. J.D. Hawkins. Delinquency and Crime: Current Theories (pp.149-197).Cambridge: Cambridge University Press.Cleveland, M., Feinberg, M., Bontempo, D. & Greenber, M. (2008). The role of risk and protective factors in substance use across adolescence. Journal of Adolescent Health, 43, 157-164. doi:10.1016/j.jadohealth.2008.01.015Chapman, R., Buckley, I., Reveruzzi, B. & Sheehan, M. (2014). Injury prevention among Friends: The benefits of school connectedness. Journal of adolescence 37, 937-344Fletcher, A., Bonell, C., Sorhaindo, A. & Strange, V. (2009). How might school influence Young people´s drug use? Development of theory qualitative case-study research. Journal of Adolescenct Heath, 45, 126-132. doi:10.1016/j.jadohealth.2008.12.02Fisher, D., Frase, B. & Cresswell, J. (1995). Using the “Questionnaire on Teacher Interaction” in the profesional development of teachers. Australian Journal of Teacher Education, 20(1), 7-19.Lopez-Quintero, C. & Neumark, Y. (2015). Prevalence and determinants of resistance to use drugs among adolescents who had an opportunity to use drugs. Drug and Alcohol dependance, 149, 55-62Madill, R.C. (2014). Students´Perceptions of Relatedness in the Classroom: The Roles of Emotionally Supportive Teacher-Child Interactions, Children´s AggressiveDisruptive Behaviors, and Peer Social Preference. School Psychology Review, 43(1), 86-105.McGee, J. & Murray, B. (2009). The impact of teacher-student interaction on student motivation and achievement. University of Central Florida.McGrath, K. & Vam Bergen, P. (2015). Who, when, why and to what end? Students at risk of negative student-teacher relationships and their outcomes. Educational Research Review, 14, 1-17. doi: 10.1016/j.edurev.2014.12.001Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal School Psychology, 48, 137-152. doi:10.1016/j.jsp.2005.01.003Obando, D., Trujillo, A. & Trujillo, C. (2014). Substance use and antisocial behavior in adolescents: The role of family and peer-individual risk and protective factors. Substance Use & Misuse, 49, 1934-1944. doi: 10.3109/10826084.2014.956365Pas, E., Cash, A., O´Brennan, L., Debnam, K. & Bradshaw, C. (2015). Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition. Journal of Social Psychology, 53, 137-148Perra, O., Fletcher, A., Bonell, C., Higgins, K. & McCrystal, P. (2012). Journal of adolescence, 35, 315-324. doi:10.1016/j.adolescence.2011.08.009Piko, B. & Kovács, E. (2010). Do parents and school matter? Protective factors for adolescent substance use. Addictive Behaviors, 35, 53-56. doi:10.1016/j.addbeh.2009.08.004Rudasill, K., Reio Jr, T., Stipanovic, N. & Taylor, J. (2010). A longitudinal study of student-teacher relationshi quality, difficult temperament and risky behavior from childhood to early adolescence. Journal School Psychology, 48, 389-412. doi:10.1016/j.jsp.2010.05.001Tupper, K. (2008). Teaching teachers to just say “know”: Reflections on drug education. ScienceDirect Teaching and Teacher Education, 24, 356-367. doi:10.1016/j.tate.2007.08.007Voisin, D., Salazar, L., Crosby, R., Diclemente, R., Yarber, W. & Staples-Horne, M. (2005). Teacher connectedness and health-related outcomes among detained adolescents. Journal of Adolescent Health, 37, 337-337. doi:10.1016/j.jadohealth.2006.10.013Wang, L., Wang, W., Gu, H., Zhan, P., Yang, X. & Barnard, P. (2014). Relationships among teacher support, peer conflict resolution, and school emotional experiences in adolescents from shanghai. Social Behavior & Personality: An International Journal, 42(1), 99-113.Wongtongkam, N., Ward, P., Day, A. & Winefield, A. (2014). The influence of protective and risk factors in individual, peer and school domains on Thai adolescents´ alcohol and illicit drug use: A suvey. Addictive Behaviors, 39, 1447-1451. doi:10.1016/j.addbeh.2014.05.026http://hdl.handle.net/10818/24354262115TE08297http://intellectum.unisabana.edu.co/1 archivo de lectura en pdf.El objetivo del presente estudio fue identificar la percepción que tienen tanto profesores como estudiante pertenecientes a un colegio público de Chía, Cundinamarca, acerca de su mutua relación con el fin de incluir en el programa Promoción de conductas pro sociales, el trabajo con los profesores. La población con la que se trabajó fue de 98 estudiantes que se encontraban cursando los grados quinto, sexto, séptimo y octavo y que no hacían parte del programa junto a quince profesores que dictaban clase en alguno de estos grados. Se utilizó el cuestionario de la interacción profesor-estudiante versión australiana. Como resultados se obtuvieron diferencias significativas en la percepción entre profesores y estudiantes sobre su relación así como en la percepción de los estudiantes sobre los profesores favoritos y los menos favoritos. Con esto se llega a la conclusión de la importancia de desarrollar en los profesores una buena comprensión, adecuado liderazgo y buena ayuda/amigable hacia sus estudiantes para mejorar la relación entre los dos grupos.spaUniversidad de La SabanaPsicologíaFacultad de PsicologíaIntellectum Repositorio Universidad de la SabanaUniversidad de la SabanaIdentificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relaciónbachelorThesisTesis de PregradopublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fVida estudiantil -- ColombiaMaestro y alumnoRelaciones profesor-alumnohttp://purl.org/coar/access_right/c_abf2TEXTNatalia Pinilla de Brigard (tesis).pdf.txtNatalia Pinilla de Brigard (tesis).pdf.txtExtracted Texttext/plain39367https://intellectum.unisabana.edu.co/bitstream/10818/24354/3/Natalia%20Pinilla%20de%20Brigard%20%28tesis%29.pdf.txt02a9d26e3281a389efab6418fad646eaMD53LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/24354/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52Natalia Pinilla de Brigard (carta).pdfNatalia Pinilla de Brigard (carta).pdfapplication/pdf590753https://intellectum.unisabana.edu.co/bitstream/10818/24354/4/Natalia%20Pinilla%20de%20Brigard%20%28carta%29.pdf4ec9cd0aa879169d7dc288e2b69ef8dbMD54ORIGINALNatalia Pinilla de Brigard (tesis).pdfNatalia Pinilla de Brigard (tesis).pdfVer documento en PDFapplication/pdf360742https://intellectum.unisabana.edu.co/bitstream/10818/24354/1/Natalia%20Pinilla%20de%20Brigard%20%28tesis%29.pdf27ac60448001a56e2e083925fd2bf043MD5110818/24354oai:intellectum.unisabana.edu.co:10818/243542019-06-17 12:29:19.181Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

Identificando la percepción que tienen profesores y estudiantes acerca de su [mutua] relación

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