Check & Connect: The importance of relationships for promoting engagement with school

By Amy R. Anderson, S. Christenson, Mary F. Sinclair, C. Lehr. 2004

426 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/4547190dadaf0de62c45fc4cf72323d123bacb53

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In Clinical Psychology

In Education

Citations in the corpus

Defining and Describing Schoolwide Positive Behavior Support (2009, positive): “Check and Connect ( Anderson, Christenson, Sinclair, & Lehr, 2004; Lehr, Sinclair, & Christenson, 2004) has been demonstrated with high school students.”
Relationships Between Teachers and Urban African American Children (2007, background): “…studies suggest that even among the most challenging high risk youth, there is reason to believe that developing at least one supportive relationship with an adult at school can have a significantly positive influence on their school functioning (Anderson et al., 2004; Murray and Malmgren, 2005).”
Motives for becoming a teacher and their relations to academic engagement and dropout among student teachers (2014, background): “Behavioural engagement refers to student participation in study settings, while emotional engagement refers to the students’ feelings of belonging in the educational setting (e.g. Anderson et al. 2004; Archambault et al. 2009; van Uden, Ritzen, and Pieters 2013).”
Beyond ‘doing time’: investigating the concept of student engagement with feedback (2011, background): “…construct involving the three dimensions identified by Fredricks et al. (2008), with an occasionally-cited fourth dimension of ‘academic’, which Anderson et al. (2004) propose to refer to time spent doing learning activities as opposed to other, more generalised behavioural engagement.”
The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities (2007, background): “Several recent investigations suggest that such efforts should include continuous one-on-one interactions between students and teachers ( Anderson, Christenson, Sinclair, and Lehr, 2004 ; Murray & Malmgren, 2005 ).”