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West Ashley Library
9 a.m. - 7 p.m.
Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
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Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. - 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
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Phone: (843) 572-4094
Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
9 a.m. - 8 p.m.
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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John L. Dart Library
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Phone: (843) 805-6930
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Adding Color to Conflict: Disruptive Students' Drawings of Themselves with Their Teachers
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- Author(s): McGrath, Kevin Francis; Van Bergen, Penny; Sweller, Naomi
- Language:
English- Source:
Elementary School Journal. Jun 2017 117(4):642-663.- Publication Date:
2017- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: [email protected]; Web site: http://www.press.uchicago.edu
- Peer Reviewed: Y
- Source: 22
- Education Level: Kindergarten
Primary Education
Early Childhood Education
Grade 1
Elementary Education - Subject Terms:
- Accession Number: 10.1086/691567
- ISSN: 0013-5984
- Abstract: Building on work examining teachers' perceptions of the student-teacher relationship, this study investigated how young students draw themselves with their teachers. Fourteen kindergarten and first-grade teachers each nominated 2 disruptive and 2 well-behaved students. Students then completed 1 drawing of themselves with their classroom teacher and 1 with a support teacher (e.g., librarian, art teacher) at 2 time points: the end of the school year (Phase 1) and the beginning of the next year (Phase 2). In coding for 8 markers of relationship quality--vitality/creativity, pride/happiness, vulnerability, emotional distance, tension/anger, role reversal, bizarreness/dissociation, and global pathology--we found no differences in the way that disruptive and well-behaved students depicted their own relationships with teachers. Gender and phase effects were identified, however, with boys depicting greater relational negativity than girls and all students portraying greater emotional distance at the beginning of the school year.
- Abstract: As Provided
- Publication Date: 2017
- Accession Number: EJ1143667
- Availability:
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