Using Banking Time to Improve Student-Teacher Relationships and Student Behaviors

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dc.contributor.advisor Ann C. Schulte, Committee Chair en_US
dc.contributor.author Attwood, Karen Zawoysky en_US
dc.date.accessioned 2010-04-02T18:35:04Z
dc.date.available 2010-04-02T18:35:04Z
dc.date.issued 2005-04-06 en_US
dc.identifier.other etd-04032005-192256 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/3711
dc.description.abstract Both Attachment Theory and correlational studies suggest that high quality teacher relationships may play a role determining student social and academic outcomes, particularly for students who enter school with preexisting risk factors. Interventions involving play therapy methods have been shown to improve child-caregiver relationships and child outcomes. Though most of these techniques have been implemented with child-parent dyads, some have been adapted for use with students and teachers. The purpose of this study was to examine the effectiveness of one such technique, Banking Time, for improving student-teacher relationship quality, student behavior, and teacher time spent on instructional activities. Because student-teacher relationship quality was manipulated using Banking Time, the study was also intended to provide preliminary evidence regarding the causal association between relationship quality and student outcomes. Banking Time was tested using a multiple-baseline design with three early elementary school student-teacher dyads. Mild improvements were reported for one of the student-teacher dyads, but overall, there was little to no evidence that Banking Time enhanced student-teacher relationships or improved child behavior. The lack of significant findings is discussed in terms of limitations present in the current study as well as possible weaknesses in the Banking Time intervention itself. Implications for future research and practice are also presented. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject student behaviors en_US
dc.subject student-teacher relationships en_US
dc.subject consultation en_US
dc.subject intervention en_US
dc.subject Banking Time en_US
dc.title Using Banking Time to Improve Student-Teacher Relationships and Student Behaviors en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Psychology en_US


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