Students’ factors Sample Clauses

Students’ factors. On the other hand, there are some students‟ characteristics that can contribute to the development of teacher-student relationships. Several studies have discovered that students showing good behavior are more likely to get engaged with positive teacher-student relationships (Xxxxxx, Xxxxxxxx, & Xxxxxxxx, 2016; Xxxxxx & Xxxxxx, 1999; Xxxxxxxx & Xxxx-Xxxxxxx, 2009). Having conducted a quantitative study in the Southeastern United States with a sample of 418 fifth graders and 54 teachers, Xxxxxx, Xxxxxxxx, and Xxxxxxx (2016) revealed that “the developmental strengths of adaptability, social skills, and study skills are linked to the development of positive relationships for all children” (p. 105). The researchers concluded that students who adjust well to classroom routines, complete assignments on time, follow directions and socialize effectively are more likely to get involved in positive teacher-student relationships. Regarding more personal child attributes, such as temperament, Xxxxxxxx and Xxxx-Xxxxxxx (2009) conducted a quantitative study “Teacher–child relationship quality: The roles of child temperament and teacher–child interactions” with 413 girls and 406 boys. According to their results, the students with higher levels of shyness are likely to have fewer conflicts in their relationships with teachers. However, a high level of shyness is also correlated with less close teacher-student relationships and can put them into the risk of having less positive teacher-student relationships. Another aspect of students‟ temperament found in this study to be correlated with teacher-student relationships is effortful control. The researchers provided evidence for the finding that “lower levels of effortful control predicted teacher–child conflict, and higher levels predicted teacher–child closeness” (p. 116). That means that such aspects as students‟ temperament, shyness and effortful control are related to the quality of teacher-student relationships. However, the quality of teacher-student relationships might depend on some other factors that are not related to teachers and student characteristics. First, less advantaged economical and racial background of students can weaken their relationships with teachers by influencing their engagement in the classroom and overall academic performance (Xxxx et al., 2018). Second, the amount of funding the school receives and consequently the conditions teachers work in can contribute to the quality of teacher-student r...
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Related to Students’ factors

  • Other Factors The Employer may provide for additional formal and informal evaluations as it shall determine to be necessary for the proper conduct of the educational program and the utilization of its employees. The evaluation opinions of the Employer shall not be subject to the Grievance Procedure if the procedures herein set forth have been followed.

  • Evaluation Factors The walkthrough(s), observation(s), and other components required by Ohio Rev. Code to be used in the teacher evaluation procedure

  • SECONDARY FACTORS (a) The extent of control which, by agreement, COUNTY may exercise over the details of the work is slight rather than substantial; (b) CONTRACTOR is engaged in a distinct occupation or business; (c) In the locality, the work to be done by CONTRACTOR is usually done by a specialist without supervision, rather than under the direction of an employer; (d) The skill required in the particular occupation is substantial rather than slight; (e) The CONTRACTOR rather than the COUNTY supplies the instrumentalities, tools and work place; The length of time for which CONTRACTOR is engaged is of limited duration rather than indefinite; (g) The method of payment of CONTRACTOR is by the job rather than by the time; (h) The work is part of a special or permissive activity, program, or project, rather than part of the regular business of COUNTY; (i) CONTRACTOR and COUNTY believe they are creating an independent contractor relationship rather than an employee relationship; and The COUNTY conducts public business. It is recognized that it is not necessary that all secondary factors support creation of an independent contractor relationship, but rather that overall there are significant secondary factors which indicate that CONTRACTOR is an independent contractor. By their signatures to this Agreement, each of the undersigned certifies that it is his or her considered judgment that the CONTRACTOR engaged under this Agreement is in fact an independent contractor.

  • Additional Factors 16. The Respondent has not previously been the subject of MFDA disciplinary proceedings.

  • TEACHER EVALUATIONS A. Each teacher shall have the right, upon request, to review the contents of his/her personal file folder.

  • EMPLOYEE EVALUATIONS 3. Any matter for which there is recourse under State or Federal statutes.

  • ROAD TOLERANCES Purchaser shall perform road work within the tolerances listed below. The tolerance class for each road is listed on the TYPICAL SECTION SHEET. Tolerance Class A B C Road and Subgrade Width (feet) +1.5 +1.5 +2.0 Subgrade Elevation (feet +/-) 0.5 1.0 2.0 Centerline alignment (feet lt./rt.) 1.0 1.5 3.0 1-6 ORDER OF PRECEDENCE Any conflict or inconsistency in the road plan will be resolved by giving the documents precedence in the following order:

  • Low Census Low census is defined as a decline in patient care requirements resulting in a temporary staff decrease. During periods of low census, the Employer will assign low census to nurses in the following order:

  • Annual Evaluations The purpose of the annual evaluation is to assess and communicate the nature and extent of an employee's performance of assigned duties consistent with the criteria specified below in this Policy. Except for those employees who have received notice of non-reappointment pursuant to the BOT- UFF Policy on Non- reappointment, every employee shall be evaluated at least once annually. Personnel decisions shall take such annual evaluations into account, provided that such decisions need not be based solely on written faculty performance evaluations.

  • Mitigating Factors The Contractor had a Trafficking in Persons compliance plan or an awareness program at the time of the violation, was in compliance with the plan, and has taken appropriate remedial actions for the violation, that may include reparation to victims for such violations.

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