A Matter of Trust:: Connecting Teachers and Learners in the Early Childhood Classroom
2002
104 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/5b3ff1e2f4024a77ac0a7bf37fc670e6c9e2839f
Citations in the corpus
- Character education and gifted children (2009, unknown): “This happens both in specifically evaluative interactions (especially discipline; Watson, 2003) and more generically (Howes & Richie, 2002).”
- Child Care Teachers' Response to Children's Emotional Expression (2006, unknown): “Howes and Ritchie (2002) emphasized the roles of teacher in construction of secure attachment relationships and emotional coaching.”
- Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions (2011, unknown): “Emphasis on the quality of interactions among teachers, children, and materials reflects the widely accepted view that the effects of education settings are derived from these exchanges (Howes & Ritchie, 2002; Pianta, 1999).”
- The Costs of Being a Child Care Teacher (2006, unknown): “…the activities children participate in, the interactions they have with other children and, most importantly, the interactions they have with their teachers (Abbott-Shim, Lambert, & McCarty, 2000; de Kruif, McWilliams, & Ridley, 2000; Frede, 1995, 1998; Howes & Ritchie, 2002; Howes & Smith, 1995).”
- Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School (2011, unknown): “…that of previous research, which has demonstrated more robust associations between teacher-child and parent-child relationships and externalizing than internalizing behavior problems (e.g., Baker et al., 2008, Birch & Ladd, 1998; Howes, 2000; Howes & Ritchie, 2002; Meehan, Hughes, & Cavell, 2003).”
- Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, unknown): “…through observation or teacher report predict positive trajectories of school success, even when children display behavioral or skill challenges (Birch & Ladd, 1998; Hamre & Pianta, 2001; Howes & Ritchie, 2002; NICHD ECCRN, 2005; Peisner-Feinberg et al., 2001; Pianta, Hamre, & Stuhlman, 2002).”