Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start: : A Grounded Theory

Teacher Factors Associated with Preschool Teacher–Child Relationships: Teaching Efficacy and Parent–Teacher Relationships

The present study investigated specific teacher factors that potentially influence teacher–child relationships with preschool-age children. One demographic questionnaire and three rating scales were used to survey 152 head teachers of 3–6-year-old children in community-based childcare and preschool centers in one midwestern state. There were 46 teachers who reported on their relationship with a...

Teacher-child relationships as a developmental issue.

Teacher-child relationships may be a developmental issue in its own right, instead of an aspect of wider developmental issues such as attachment or adaptation to school. This paper discusses research findings on teacher-child relationships to argue that teacher-child relationships are important for carrying forward the experiences represented in the attachment behavioral system, although it is ...

Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade

The quality of children’s relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender ...

Child - to - Teacher Ratio in Day Care and Teacher

Running head: TEACHER-STUDENT RELATIONSHIPS 1 Social motivation in the secondary classroom: Assessing teacher-student relationships from both perspectives

Hunter Gehlbach, Harvard Graduate School of Education, Harvard University; Maureen E. Brinkworth, Harvard Graduate School of Education, Harvard University; and Anna Harris, Harvard Graduate School of Education, Harvard University. This research was supported by generous funding through a grant from the Spencer Foundation and an Early Career Research Award by Division 15 of the American Psycholo...