Teacher–student interactions in fifth grade classrooms: Relations with children's peer behavior

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A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education (2020, background): “2009; Horan and Carr 2018) and behavioural development (Luckner and Pianta 2011; Mashburn et al. 2008).”
Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes? (2019, background): “Some address dialogue in a fashion that does not map onto the present criteria for theoretical productiveness (e.g., Firestone & Brody, 1975; Hughes, 1973; Luckner & Pianta, 2011), but the majority are consistent.”
School factors associated with school refusal- and truancy-related reasons for school non-attendance (2015, background): “Previous research indicates that effective classroom management promotes supportive relationships between students (Luckner and Pianta 2011) and could prevent bullying (Bru et al. 1998; Roland and Galloway 2002).”
A Systematic Review of Teacher–Child Interactions With Multilingual Young Children (2019, background): “Earlier research has shown that high-quality teacher–child interactions are positively related to a broad range of academic and social-emotional outcomes (Cadima, Leal, & Burchinal, 2008; Curby, Rimm-Kaufman, & Ponitz, 2009; Luckner & Pianta, 2011).”