Description
This paper addresses a local problem of practice at Arizona State University regarding the support for potentially underprepared students. The overarching goal of this study was to better understand the role rapport plays in student achievement. This study examines how the LEAD Project (Learn, Explore, Advance, Design), in particular student relationships with instructors and their peers, may or may not influence student achievement.
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Contributors
- Vawter, Katherine (Author)
- Kulinna, Pamela (Thesis advisor)
- Buss, Ray (Committee member)
- Potts, Shelly (Committee member)
- Arizona State University (Publisher)
Date Created
- 2018
Subjects
- Education (Higher)
- Education
- Educational evaluation
- achievement
- autonomy-support
- rapport
- Self-determination Theory
- Student
- University
- Teacher-Student Relationships
- Interpersonal relations
- Education, Higher--Psychological aspects.
- Education, Higher
- Academic achievement--Psychological aspects.
- Academic Achievement
- Peer teaching--Psychological aspects.
- Peer teaching
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Note
- Partial requirement for: Ed.D., Arizona State University, 2018Note typethesis
- Includes bibliographical references (pages 121-126)Note typebibliography
- Field of study: Leadership and innovation
Citation and reuse
Statement of Responsibility
by Katherine Vawter