Teacher Child Relationships

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Parent Child And Teacher Child Relationships

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Author : Elizabeth Shewark
language : en
Publisher:
Release Date : 2019

Parent Child And Teacher Child Relationships written by Elizabeth Shewark and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019 with categories.

Some of the most influential relationships children have are with their parents and their teachers. Yet, much of the literature has considered family and teacher relationships as separate and have not examined the joint effects of the two in a substantive way. Fewer still have considered the possible role of heritable characteristics of the child in helping to shape the childs relationships within the family and with teachers, although childrens emotionality has been shown to influence their relationship with their parents (Eisenberg et al., 2009; Lengua & Kovacs, 2005; Lipscomb et al., 2012; Lipscomb et al., 2011) and their teachers (Nurmi, 2012; Silinskas et al., 2015). Parent-child relationships have been shown to be influenced by heritable factors in children (e.g., Deater-Deckard, 2000; Deater-Deckard & OConnor, 2000; Elam et al., 2014; Fearon et al., 2015; Ge et al., 1996; Knafo, et al., 2013; Lipscomb et al., 2012; Narusyte, Andershed, Neiderhiser, & Lichtenstein, 2007), and there is a growing body of literature showing how child heritable influences may also impact their teachers (e.g., Houts et al., 2010) but limited research has considered links between the two contexts (Heatly & Votruba-Drzal, 2017; Silinskas et al., 2015). The main research question of this dissertation is to examine the mechanisms by which childrens emotionality impacts their relationships with parents and teachers. The current dissertation used a genetically-informed parent-offspring adoption design to examine the following three aims: (1) examine how childrens emotionality may impact their relationships with their parents and later adjustment, while considering the role of gene-environment interplay, (2) examine how childrens emotionality may impact their relationships with their teachers and their later adjustment, using a gene-environment interplay framework, and (3) examine how heritable influences on child emotionality may influence their relationships with their parents and subsequently impact the relationship with their teachers. Advanced longitudinal analytic strategies were used, including Structural Equation Modeling, to achieve the dissertation aims. Results from this dissertation support: 1) the role of the child and childrens heritable characteristics, 2) the importance of taking a dimensional approach to childrens emotionality, and 3) though there are differences between family and teacher relationships, the two are interrelated. Elucidating the mechanisms by which family and teacher relationships influence the emotionality and later adjustment of the child could potentially assist prevention and intervention programs to effectively target aspects of these contexts. By addressing each of the above research aims, the current dissertation has refined a conceptual model (Shewark & Neiderhiser, 2019) using a behavioral genetic framework integrating the family, classroom, and childrens emotionality.

Teacher Student Relationships Causes And Consequences

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Author : Jere E. Brophy
language : en
Publisher:
Release Date : 1974

Teacher Student Relationships Causes And Consequences written by Jere E. Brophy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1974 with Education categories.

Teacher Child Relationship Quality

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Author : Shelley McNally
language : en
Publisher:
Release Date : 2016

Teacher Child Relationship Quality written by Shelley McNally and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with Teacher-student relationships categories.

High quality teacher child interactions are important to academic achievement and social success for children at all levels of education. Of particular importance the interaction quality in early childhood establishes a foundation for how children construct relationships with future teachers, influences the attitudes they have about school and ultimately impacts overall school success. Positive relationships are the most beneficial for children but not all children enter school with the same chance for developing high quality relationships with teachers. Teachers can enrich and improve the relationships they have with children by examining their personal beliefs about children and understanding child characteristics that most often impact the relationship. This dissertation aims at investigating teacher-child relationship quality by examining teacher beliefs and behaviors regarding teacher perceived relationship quality, discipline, classroom practices and children. Working with four preschool teachers, data was collected using the following methods: the Student Teacher Relationship Scale, the Teacher Belief Q-Sort, 3 hours of observation, and interviews. Data was analyzed using the constant comparative method, descriptive analysis, and matrix analysis.

Teacher Student Relationships

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Author : Ernest J. Zarra
language : en
Publisher: R&L Education
Release Date : 2013-04-08

Teacher Student Relationships written by Ernest J. Zarra and has been published by R&L Education this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-04-08 with Education categories.

Why are so many public school teachers, administrators, and coaches choosing to become romantically and sexually involved with teenage students and players? Since 2000, numbers of intimate relationships between teachers and students have skyrocketed. Teacher arrests are at all-time highs. Is there a correlation between these relationships and communication and social technologies? This book explores: What is driving those in public and private education to have romantic and sexual relationships with their students, and to jeopardize their careers, families, reputations, and freedom? What roles do communication and social technologies play in feeding teacher-student relationships? Who is protecting teenagers from predator-teachers and predator-coaches, in our schools? Is there a new phenomenon in schools: The Predator Teenage Student? What practical strategies can be put in place to protect teenagers from sexual predators on our campuses? The appropriate educational use of communication technologies on high school campuses. This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.

Workplace Stress And The Quality Of Teacher Child Relationships In Head Start

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Author : Rachel Anne Gooze
language : en
Publisher:
Release Date : 2013

Workplace Stress And The Quality Of Teacher Child Relationships In Head Start written by Rachel Anne Gooze and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.

Objective: The quality of the emotional relationship between teachers and young children affects children's social and emotional development and their academic success. Little is known, however, about whether the amount of workplace stress experienced by early childhood educators impacts the quality of their relationships with the young children in their classrooms. The purpose of this dissertation was to determine whether workplace stress was associated with poorer quality teacher-child relationships in Head Start, the nation's largest federally-funded early childhood education program. Methods: Two separate but complementary studies were conducted. In Study 1, teachers from 37 Head Start programs in Pennsylvania (PA) completed the Staff Wellness Survey, an anonymous, web-based survey about workplace stress and the levels of conflict and closeness in their relationships with children in their classrooms. Study 2 data came from an existing federal data set, the 2006 Head Start Family and Child Experiences Survey (FACES). In FACES, a nationally representative sample of Head Start teachers responded to interview questions about workplace stress and were observed and rated on the quality of their teacher-child relationships in their classrooms. In both studies, the association of poor quality teacher-child relationships was examined with the presence or absence of 3 types of perceived workplace stress: high demands, low control, and low support. Results: In Study 1, surveys were completed by 994 teachers (52.0% of teachers in the 37 PA programs), of whom 19.8% experienced 0 of the 3 types of workplace stress, and 23.3% experienced all 3 types. Teachers experiencing all 3 types of workplace stress were more likely than those experiencing 0 types to report high conflict in their relationships with children, even after controlling for teacher depressive symptoms and economic stressors (odds ratio [OR] = 1.98, 95% confidence interval [CI]: 1.19-3.29). Only low control was significantly associated with low closeness in teacher-child relationships after adjusting for covariates (OR = 1.50, 95% CI: 1.09-2.05). In Study 2, data were available from 325 teachers (89.0% of teachers participating in FACES), of whom 19.4% experienced none of the 3 types of workplace stress and 38.5% reported experiencing 2 or more types. Teachers experiencing 2 or more types of workplace stress were more likely to have poor quality teacher-child relationships (observed) than teachers reporting 0 types of workplace stress (OR = 2.68, 95% CI: 1.22-5.90). Conclusion: In both a large sample of Pennsylvania Head Start teachers and a nationally representative sample of Head Start teachers, higher perceived workplace stress was associated with poorer teacher-child relationship quality. In light of these findings, Head Start should consider more closely examining and addressing workplace stress as part of its professional development and training activities for teachers.

Student Teacher Relationship Quality Research Past Present And Future

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Author : Matteo Angelo Fabris
language : en
Publisher: Frontiers Media SA
Release Date : 2022-11-24

Student Teacher Relationship Quality Research Past Present And Future written by Matteo Angelo Fabris and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2022-11-24 with Social Science categories.

Teacher Child Relationships In Child Care

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Author : Bernadett Köles
language : en
Publisher:
Release Date : 2001

Teacher Child Relationships In Child Care written by Bernadett Köles and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Interaction analysis in education categories.

Quality Of Teacher Child Relationships And Social Emotional Competence In Preschool Age Children

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Author : Chelsea Deavers
language : en
Publisher:
Release Date : 2016

Quality Of Teacher Child Relationships And Social Emotional Competence In Preschool Age Children written by Chelsea Deavers and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with categories.

The current study investigated the quality of teacher-child relationships in the prediction of social and emotional competence of preschool age children. Fifty-three students from eight preschools participated in this study. A quantitative survey design was employed to collect data through teacher completion of the Student-Teacher Relationships Scale (STRS; Pianta, 2001) and parent completion of the Social Competence and Behavior Evaluation Scale: The Short Form (SCBE-30; LaFreniere & Dumas, 1996) and Demographics Survey. The Student-Teacher Relationship Scale was accessed online by the primary preschool teachers through Survey Monkey. The Social Competence and Behavior Evaluation Scale and Demographic Survey were sent to parents via Survey Monkey, but hard copies were also supplied in either English or Spanish (the parent preferred language). Correlational analyses were used to explore associations between the quality of teacher-child relationships and student social and emotional competence, as well as demographic variables and the quality of teacher-child relationships. Results indicate few significant relationships between parent demographics and quality of teacher-child relationships or children's social and emotional competence. However, teacher-child conflict is significantly correlated to child anxiety-withdrawal, with parent education as a possible mediator. Future research should include a larger sample and observations to enhance current literature and theory of teacher-child relationships.

The Effect Of Head Start On Teacher Child Relationships

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Author : Alexis Tracy
language : en
Publisher:
Release Date : 2014

The Effect Of Head Start On Teacher Child Relationships written by Alexis Tracy and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Head Start programs categories.

Positive teacher-child relationships, characterized by warmth and closeness, are associated with better behavioral and academic outcomes for children in preschool and elementary school (Hamre & Pianta, 2005). Supporting teachers to establish these positive relationships with children is important in all early care and education (ECE) programs. Head Start programs, designed to address the needs of the whole child, including healthy relationships with teachers, may be particularly effective in facilitating positive teacher-child relationships (Zigler & Styfco, 2010). The current study examined the role of Head Start in supporting teachers in establishing more positive and less conflictual relationships with children, including potential mechanisms of influence, and moderation by children's levels of problem behaviors. The study utilized data from the Head Start Impact Study, a nationally representative randomized control trial of 4,442 Head Start-eligible children and families assigned to either Head Start (n= 2,783) or a community control group (n= 1,884; U.S. DHHS, 2010a). No significant direct effect of Head Start on teacher-child closeness was detected. Indirect effects of Head Start on teacher-child relationships mediated through teacher supports and mentoring were only found for children without problem behaviors. Findings from the current study suggest a greater need for professional development efforts, specifically providing strategies effective in managing children with problem behaviors.

Enhancing Relationships Between Children And Teachers

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Author : Robert C. Pianta
language : en
Publisher: Amer Psychological Assn
Release Date : 1999-01

Enhancing Relationships Between Children And Teachers written by Robert C. Pianta and has been published by Amer Psychological Assn this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999-01 with Education categories.

Teaching children involves more than knowing your subject and being able to maintain control of a class. Every child that comes into the classroom is unique. All have different home environments, ethnic backgrounds, abilities and learning styles. And every child develops a different relationship with the teacher. Enhancing Relationships Between Children and Teachers focuses on the complexity of the child-teacher relationship and how school psychologists and counsellors can help teachers to understand the myriad factors involved in their classroom relationships.