The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities

By Christopher Murray, Robert C. Pianta. 2007

177 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/640adb26955d93af0f26bd8321420ff846569e84

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. Keith Zvoch
2. L. Ewe
3. Joanne Banks
4. S. McCoy
5. Patricia Alvarez Mchatton
6. D. Allsopp
7. S. Mihalas
8. W. Morse

In Education

1. Keith Zvoch
2. L. Ewe
3. Joanne Banks
4. S. McCoy
5. D. Allsopp
6. Patricia Alvarez Mchatton
7. S. Mihalas
8. W. Morse

Citations in the corpus

• Simply academic? Why children with special educational needs don’t like school (2012, background): “Research suggests that the relations that children form with their teachers have important implications for their emotional and behavioural well-being (Murray and Pianta 2009 ).”
• Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “Such quality classroom interactions are particularly important for students with high-incidence disabilities (Murray & Pianta, 2007) or low socioeconomic status (SES) (Pianta et al., 2008).”
• Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “Some researchers have begun to examine how the current theoretical and empirical bases on caring teacher–student relationships apply to students with high-incidence disabilities (Murray & Pianta, 2007).”
• ADHD symptoms and the teacher–student relationship: a systematic literature review (2019, background): “…is conspicuous, especially because a high-quality STR seems to be of particular importance for students with disabilities (Archambault, Vandenbossche-Makombo, and Fraser 2017; Crum, Waschbusch, and Willoughby 2016; Murray and Pianta 2007) and those at risk of school failure (Roorda et al. 2011).”
• The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms (2011, background): “However, instructional strategies to encourage participation of students with disabilities are essential to engage students in the learning process (Bost & Riccomini, 2006; Council for Exceptional Children, 1987; Murray & Pianta, 2007).”
• Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, background): “Framed within the emerging literature on teacher– student relationships (Pianta, 1999; Murray & Pianta, 2007), these findings provide additional insight into the social and relational contexts of schools.”