Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders

By K. Sutherland, T. Lewis-Palmer, Janine P. Stichter, Paul L. Morgan. 2008

306 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0d3ec411e808eb43a285882c3cc20566cc03c2e2

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. A. Violette
2. R. Simpson
3. B. Algozzine
4. Chuang Wang
5. Vito Loiacono
6. Valerie Valenti

In Cognitive Neuroscience

1. R. Simpson
2. Vito Loiacono
3. Valerie Valenti

In Developmental and Educational Psychology

1. Carl R. Smith
2. R. Simpson
3. R. Peterson
4. Chuang Wang
5. Vito Loiacono
6. Valerie Valenti

Citations in the corpus

• Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “Without a doubt there is an undeniable connection between educational outcomes of students and the quality of their teachers (Darling-Hammond, 1999; DarlingHammond & Youngs, 2002; Ehrenberg & Brewer, 1994; Sutherland et al., 2008).”
• Reexamining the Relationship Between Academic Achievement and Social Behavior (2011, background): “…the body of research demonstrating causal relationships between behavior and achievement is thin, speculation on why the relationship exists continues to fuel the belief that research on “factors associated with learning and behavior . . . should be continued” (Sutherland et al., 2008, p. 229).”