Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate.

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Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, methodology): “Using the bigfish-little-pond effect as a substantive example, Marsh et al. (2009) demonstrated an extension to the doubly latent model to include latent interactions and nonlinear effects.”
Real-time teacher-student interactions : a dynamic systems approach (2014, unknown): “…surveys completed by the teacher or the students to measure their perceptions of the behavior of the other participant in the interaction (e.g., Mainhard, Brekelmans, & Wubbels, 2011; Buyse, Verschueren, Doumen, Van Damme, & Maes, 2008); or (2) observed when and how the teachers behaved…”