The Role of Caring in the Teacher‐Student Relationship for At‐Risk Students

By Chandra Muller. 2001

234 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/735258c885434b879977d321a4588bbd311248af

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In Education

Citations in the corpus

Con Cariño: Teacher Caring, Math Self-Efficacy, and Math Achievement among Hispanic English Learners (2012, background): “outcome of concern in this investigation—mainly benefits students who are at risk (Muller, 2001).”
Family Dynamics, Supportive Relationships, and Educational Resilience During Adolescence (2004, background): “Muller (2001) found that support from teachers can protect against the academic problems associated with nonemotional family disadvantages, whereas Call and Mortimer (2001) found that such support can buffer against problems with parents in nonacademic ways.”
The Engagement in Schooling of Economically Disadvantaged Parents and Children (2007, background): “…the involvement of economically disadvantaged parents if they have lower behavioral and educational expectations of their children and more negative perceptions about the attitudes and values of the parents themselves (Alexander, Entwisle, & Thompson, 1987; Lareau & Horvart, 1999; Muller, 2001).”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “All rights reserved. http://dx.doi.org/10.1016/j.tate.2013.08.005 2004; Klem & Connell, 2004; Muller, 2001; Roorda, Koomen, Spilt, & Oort, 2011), as do structure and clear teacher expectations.”
Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure (2004, background): “More specifically, teacher support is especially important for students at academic risk (Muller, 2001) and reduces the odds of dropping out (Croninger & Lee, 2001).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “Studies with Latino middle school students have reported positive effects of the teacher–student relationship and caring on engagement (Garcia-Reid, Reid, & Peterson, 2005; Murray, 2009). R. M. Ryan, Stiller, and Lynch (1994) reported similar findings among mainstream suburban middle school students”
Double Disadvantage or Signs of Resilience? The Elementary School Contexts of Children From Mexican Immigrant Families (2005, background): “, youth from racial/ethnic minority groups and poor youth) because such contexts help to even out the risk factors faced by these students outside of school (Bryk, Lee, & Holland, 1993; Johnson et al., 2001; Muller, 2001).”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “8 in their schools, also on a four-point scale, which equates to being just shy of “agreement” to positive statements (Muller, 2001).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “Muller (2001) found a relationship between test scores of students at risk and their perceptions of teachers to be caring.”