Children's needs III: Development, prevention, and intervention.

By George G Bear, Kathleen M. Minke. 2006

556 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6d70fc3f6c89dffc4e675ee3165dc4b4ad845f30

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Citations in the corpus

Recent trends in research on teacher–child relationships (2012, background): “Relationships with teachers have the opportunity to promote the reorganization of relational schemata and buffer the children from negative developmental outcomes associated with problematic early caregiving experiences (e.g., Zajac & Kobak, 2006).”
Congruence in Parent-Teacher Relationships (2014, background): “Relational trust between families and schools, including respect and personal regard, accountability, consideration, sensitivity and understanding, and equality and reciprocity, are all elements of healthy family-school relationships (Bryk & Schneider, 2002; Clarke et al., 2009; Minke, 2006).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “…and emotionally competent children tend to be better integrated in the school and classroom context, and can focus on the academic tasks provided to them, compared with children who struggle socially and emotionally (Elias & Haynes, 2008; Payton et al., 2000; Zins et al., 2007; Zins & Elias, 2006).”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “Shared values between students and teachers may also facilitate the formation of supportive student–teacher relationships (Decker, Dona, & Christenson, 2007; Hamre & Pianta, 2006).”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, unknown): “There is growing recognition that teachers make a crucial contribution to the social and emotional development of their students (Birch & Ladd, 1998; Hamre & Pianta, 2001, 2006; Murray & Greenberg, 2000; Pianta, Hamre, & Stuhlman, 2003) that has lasting effects on their lives well into adulthood…”
Self-Management of Classroom Preparedness and Homework: Effects on School Functioning of Adolescents With Attention Deficit Hyperactivity Disorder (2007, background): “Students’ participation in homework has many potential benefits (Keith & Keith, 2006), including improved academic achievement (Cooper, Jackson, Nye, & Lindsay, 2001; Keith, Diamond-Hallam, & Fine, 2004) and enhanced relationships between school and home (Olympia, Sheridan & Jenson, 1994).”
Youth Life Satisfaction: A Review of the Literature (2009, result): “Research findings on the psychological, emotional, and behavioural effects of divorce on children and adolescents have been mixed (Grossman and Rowat 1995), and research findings demonstrate that there is substantial variation in how children respond to the experience (Greene et al. 2006).”
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, background): “However, a focus on teacher-child relationships is currently still missing in several school-based prevention and intervention efforts as these efforts have generally been too centered on the individual child (e.g., Sameroff & Mackenzie, 2003; Zajac & Kobak, 2006).”
Youth life satisfaction measures: a review (2009, background): “Therefore, LS is considered not only to be a more stable component (Eid & Diener, 2004), but also the key indicator of positive SWB (Diener & Diener, 1995), and consequently the indicator most amenable for inclusion in studies of youths’ perceptions of their life circumstances (Huebner, 2006).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “In the absence of parents, teachers are the authority figures children turn to for help and guidance (Hamre & Pianta, 2001, 2006).”