Teacher Effects on Social and Behavioral Skills in Early Elementary School

By J. Jennings, Thomas A. DiPrete. 2010

227 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0b3dc8db361c42d9c289da007ee7cbc394419973

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Citations in the corpus

Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “…(1987), Ehrenberg, Goldhaber, & Brewer (1995) and Downey & Shana (2004) find that students receive better teacher evaluations of behavior when students and teachers are more demographically similar, and Jennings & DiPrete (2010) finds that certain kindergarten classrooms are associated with…”
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes (2016, background): “…a promising finding given that in current society social skills are important for success later in the school career and in the work force (Jennings & DiPrete, 2010; S. A. Lynch & by guest on December 2, 2016http://rer.aera.netDownloaded from Korpershoek et al. 670 Simpson, 2010; Rhoades,…”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “3 Alexander, Entwisle, andThompson (1987), Ehrenberg, Goldhaber, andBrewer (1995), Downey and Shana (2004), Jennings and DiPrete (2010), and Mihaly et al. (2013) find evidence that teachers have an effect on non–test score measures of student skills.”
School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “However, we know from previous research that a variety of other student characteristics are important to educational success, two of the most important being students’ self-beliefs (Valentine et al., 2004) and social-emotional skills (Jennings & DiPrete, 2010).”
Teacher Quality and Learning Outcomes in Kindergarten (2016, background): “In a similar vein, Jennings and DiPrete (2010) report that kindergarten teacher effects on 1st grade behavioral problems (as reported by 1st grade teachers) are larger than the corresponding teacher effects in reading or math.”
How Preschoolers' Social–Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments (2014, background): “In fact, social–emotional competencies are identified as among the most important abilities supporting early school success and the growth of academic competence during elementary school (Denham, et al., 2012a; Jennings & DiPrete, 2010; Romano, Babchishin, Pagani, & Kohen, 2010).”
Teacher Effects on Complex Cognitive Skills and Social-Emotional Competencies (2017, background): “Substantial variation exists in the racial composition of students across districts, such that African-American, Hispanic, and white students each represent the largest racial/ ethnic group in at least one district.”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “Yet there are notable studies using survey or administrative data that find no evidence of improved test performance (Buddin & Zamarro, 2009a, 2009b, 2009c; Ehrenberg et al., 1995; Fryer & Levitt, 2004; Jennings & DiPrete, 2010).”
The Effects of Teacher Match on Students’ Academic Perceptions and Attitudes (2017, background): “Although the literature to date that attempts to demonstrate teachers’ impact on students’ noncognitive outcomes is nascent (Jennings & DiPrete, 2010; Ruzek, Domina, Conley, Duncan, & Karabenick, 2015), growing evidence validates the notion that skills and competencies other than standardized test…”