Teacher Characteristics and the Quality of Child–Teacher Relationships

By J. Kesner. 2000

245 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7c8771ca07bf0607140d40f4a8a5a657b2de8273

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Citations in the corpus

Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “In his study of 138 preservice teachers’ relationships with 903 students in kindergarten through fifth grade, Kesner (2000) found ethnic differences in relationships.”
Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables (2005, background): “Several studies have explored the role of gender in relational conflict, with frequent reports that boys are more likely than girls to have conflict in the relationships that they establish with their teachers (e.g., Birch & Ladd, 1997; Kesner, 2000; Saft & Pianta, 2001; Stuhlman & Pianta, 2001).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “…been linked to motives for entering education (Horppu and Ikonen Varila 2004), preferences for behavior management strategies (Morris-Rothschild and Brassard 2006), sensitive caregiving behavior (Constantino and Olesh 1999), and evaluations of individual teacher – child relationships (Kesner 2000).”
The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “For example, among a group of 138 preservice elementary teachers, self-reported attachment history (as measured by the 51-item Attachment History Questionnaire) was significantly associated with the quality of child–teacher relationships as reported by the teacher (Kesner, 2000).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “…less closeness and more conflict in their relationships with teachers (Baker, 2006; Birch & Ladd, 1997, 1998; Hughes, Cavell, & Willson, 2001; Kesner, 2000; Murray & Murray, 2004), and data available in Baker, Hughes et al., and Murray and Murray have shown these differences to be…”
Applicability of the Student—Teacher Relationship Scale (STRS) in the Greek Educational Setting (2008, result): “These findings seem to be in agreement with cultural norms and stereotypes that encourage more passive, emotional, and prosocial behavior in girls and more aggressive, autonomous, and independent behavior in boys (Kesner, 2000; Steinberg, 1993).”
Explaining Girls’ Advantage in Kindergarten Literacy Learning: Do Classroom Behaviors Make a Difference? (2005, background): “Teachers often perceive their relationships with kindergarten boys as more conflictual and less close than their relationships with kindergarten girls (Birch & Ladd, 1998; Kesner, 2000; Valeski & Stipek, 2001).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “…characteristics, teacher characteristics, and attributes of the social environment all contribute to the nature of children’s relationships with teachers (Eisenhower, Baker, & Blacher, 2007; Kesner, 2000; Mantzicopoulos, 2005; Rudasill, Rimm-Kaufman, Justice, & Pence, 2006; Saft & Pianta, 2001).”
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions (2011, background): “In another study of adult attachment style, teachers who viewed their relationship with their parents as secure were more likely to report forming secure relationships with students (Kesner, 2000).”
Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, background): “…& Pianta, 2001; Howes, Phillipsen, & Peisner- 87D.M. Decker et al. / Journal of School Psychology 45 (2007) 83–109 Feinberg, 2000; Hughes et al., 2001; Kesner, 2000), students with disabilities (Murray & Greenberg, 2001), students who are poorly adjusted at school (Blankemeyer, Flannery, &…”
The Teacher-Student Relationship as a Developmental Context for Children with Internalizing or Externalizing Behavior Problems. (2008, background): “teacher-student relationship is affected by the relationship histories and competencies of both the child and the teacher, and the interpersonal interactions specific to the classroom context (Bowlby, 1982; Kesner, 2000).”