Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships

By Katherine Driscoll, Robert C. Pianta. 2010

239 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7ab4f3bf11defb441a5d45aafb2ff9333af742ed

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In Clinical Psychology

In Education

Citations in the corpus

Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “These types of strategies are assumed to improve STRs (e.g., Driscoll & Pianta, 2010).”
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “…programs aimed at improving teacher–child interactions pay enough attention to the interactions with specific children and not only to the overall interactions (e.g., banking time, Playing2gether; Driscoll & Pianta, 2010; Vancraeyveldt, Verschueren, Van Craeyevelt, Wouters, & Colpin, 2015).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “Similar to teacher-child interactions, research has demonstrated the importance of positive teacherchild relationships (e.g., Driscoll & Pianta, 2010; Henricsson & Rydell, 2004) and the quality of teacher-child relationships may be even more salient for young children with problem behavior (Hamre &…”
Recent trends in research on teacher–child relationships (2012, background): “For example, Driscoll and Pianta (2010) evaluated the effects of an intervention, Banking Time, on improving teacher–child relationships.”
The Role of Psychological Safety in Human Development (2016, unknown): “Pairing these children with caregivers or teachers who make an extra effort to build a warm and responsive relationship might increase the child’s sense of psychological safety (Driscoll & Pianta, 2010).”
Association of Pre-Service Teachers' Performance, Personality, and Beliefs with Teacher Self-Efficacy at Program Completion. (2012, background): “…student learning tend to share more positive emotional experiences with their students than teachers with more traditional, adult-centered views (Driscoll & Pianta, 2010), and students in their classrooms tend to display a greater motivation to learn (Stipek, Feiler, Daniels, & Milburn, 1995),…”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “In the context of EMR, banking time consists of a student-led activity and conversation in which the teacher adopts a stance that is nondirective, validating, and responsive to the student’s actions and feelings (Driscoll & Pianta, 2010; Pianta & Hamre, 2001; Williford et al., 2017).”
Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes (2015, background): “Many of these children are at elevated risk for negative interactions between themselves and their teachers (Driscoll & Pianta, 2010; Quesenberry, Hemmeter, & Ostrosky, 2011) and being suspended and expelled from their early childhood programs (Gilliam & Shahar, 2006).”