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Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.12202/2654
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dc.contributor.authorLEE, JUDITH A. B.
dc.date.accessioned2018-07-12T18:07:27Z
dc.date.available2018-07-12T18:07:27Z
dc.date.issued1980
dc.identifier.citationSource: Dissertation Abstracts International, Volume: 41-04, Section: A, page: 1775.
dc.identifier.urihttps://ezproxy.yu.edu/login?url=http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:8021247
dc.identifier.urihttps://hdl.handle.net/20.500.12202/2654
dc.description.abstractAn exploratory formulative study was conducted into the relationship between teaching methods characterized by a high level of feeling, experience, and interactionism and teacher effectiveness as measured by the student's perceptions of the relevance of the social work practice course to their.
dc.publisherProQuest Dissertations & Theses
dc.subjectSocial work.
dc.titleA STUDY OF TEACHING BEHAVIORS FOR PERCEIVED RELEVANCE
dc.typeDissertation
Appears in Collections:Wurzweiler School of Social Work: Dissertations

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