The effects of mastery learning strategies versus traditional classroom strategies on the prevalency of motivating and supportive student teacher interactions with low achievers

Author

Fred S. Jones, University of Dayton

Date of Award

1988

Degree Name

M.S. in Education

Keywords

Underachievers Education, Teacher-student relationships, Interaction analysis in education

Rights Statement

Copyright © 1988, author

Recommended Citation

Jones, Fred S., "The effects of mastery learning strategies versus traditional classroom strategies on the prevalency of motivating and supportive student teacher interactions with low achievers" (1988). Graduate Theses and Dissertations. 3580.
https://ecommons.udayton.edu/graduate_theses/3580