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Introduction

Student-led conferences have gained popularity in recent years as a way to improve student engagement, promote self-reflection, and enhance communication between students, teachers, and parents. This study aims to explore the impact of student-led conferences on student-teacher relationships and communication. By giving students a more active role in their own assessment and goal-setting, student-led conferences have the potential to strengthen the bond between students and teachers, leading to better academic outcomes and increased student motivation.

1.1 Introduction
1.2 Background of study
1.3 Problem Statement
1.4 Objective of study
1.5 Limitation of study
1.6 Scope of study
1.7 Significance of study
1.8 Structure of the Thesis
1.9 Definition of terms

Chapter Two: Literature Review
2.1 Overview of Student-led Conferences
2.2 Benefits for Students
2.3 Benefits for Teachers
2.4 Communication in Student-led Conferences
2.5 Impact on Student-Teacher Relationships
2.6 Parental Involvement in Student-led Conferences
2.7 Challenges and Limitations
2.8 Best Practices
2.9 Previous Research on Student-led Conferences
2.10 Gaps in the Literature

Chapter Three: Research Methodology
3.1 Research Design
3.2 Data Collection Methods
3.3 Sampling
3.4 Data Analysis
3.5 Ethical Considerations
3.6 Research Instruments
3.7 Variables
3.8 Study Population

Chapter Four: Discussion of Findings
4.1 Student Perspectives
4.2 Teacher Perspectives
4.3 Impact on Student-Teacher Relationships
4.4 Communication Patterns
4.5 Academic Outcomes
4.6 Recommendations for Practice
4.7 Implications for Research
4.8 Areas for Future Study

Chapter Five: Conclusion and Summary
5.1 Summary of Findings
5.2 Implications for Practice
5.3 Recommendations for Policy
5.4 Conclusion
5.5 Contributions to the Field

Thesis Overview: The Impact of Student-led Conferences on Student-Teacher Relationships and Communication
Student-led conferences have emerged as a promising practice in education, offering a holistic approach to student assessment and goal-setting. This thesis explores the impact of student-led conferences on student-teacher relationships and communication, with a focus on enhancing student engagement and promoting self-reflection. By reviewing existing literature, conducting a thorough research methodology, and analyzing findings, this study aims to contribute to the field of education by providing insights into the benefits and challenges of student-led conferences. Ultimately, this thesis seeks to inform best practices and recommendations for educators, policymakers, and researchers interested in fostering positive student-teacher relationships and effective communication in educational settings.

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