Implementing a teacher–student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned

By Christopher Murray, K. Malmgren. 2005

243 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/49acff68d8b8ee4c499edf87195cab086724c11a

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In Clinical Psychology

In Education

Citations in the corpus

Recent trends in research on teacher–child relationships (2012, background): “For instance, Murray and Malmgren (2005) evaluated the effects of a randomized control trial on a teacher–student relationship program among students in a high poverty urban school.”
School‐Based Mental Health and Behavioral Programs for Low‐Income, Urban Youth: A Systematic and Meta‐Analytic Review (2011, result): “Most studies included both men and women, with two studies (Murray & Malmgren, 2005; Sinclair, Christenson, & Thurlow, 2005) including a predominately male (over 75”
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 ).”
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).”
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, background): “In one example of an experimental investigation that attempted to build such understanding between teachers and adolescents in a low-income setting, Murray and Malmgren (2005) had teachers meet with students individually on a weekly basis, call students at home monthly to discuss their progress in…”