Teachers' Narratives About Their Relationships With Children: Associations With Behavior in Classrooms

By Megan W. Stuhlman, Robert C. Pianta. 2002

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/86592f11184cd0bedfb4ef129b0e4de113ad1243

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In Education

Citations in the corpus

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006, background): “This is supported by Stuhlman and Pianta (2002) who reported that teachers who expressed negative emotions about students also demonstrated more negative behavior toward those students.”
Teacher–Child Relationships and Pedagogical Practices: Considering the Teacher's Perspective (2008, background): “Likewise, teachers who often referred to issues of compliance during the interview (i.e., whether the child followed classroom rules) showed less positive affect (Stuhlman & Pianta, 2002).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “Thus, teachers’ perceptions of these characteristics are likely to influence their perceptions of the quality of their relationships with children (Keogh, 2003; Saft & Pianta, 2001; Stuhlman & Pianta, 2002).”
Preschool teachers' attitudes, beliefs, and emotional reactions to young children's peer group behaviors (2015, background): “…beliefs are also related to the development of teacher–child relationships (McAuliffe, Hubbard, & Romano, 2009; Rudasill & Rimm-Kaufmann, 2009; Stuhlman & Pianta, 2002), which in turn, concurrently and predictively impact a wide range of child outcomes at school (Birch & Ladd, 1997; Decker,…”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “Evidence suggests that teachers view their relationships with girls better than those with boys (Hamre & Pianta; Saft and Pianta, 2001; Silver et al., 2005; Stuhlman and Pianta, 2001).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “…children in center-based care; see Goossens & van IJzendoorn, 1990), school relational climate (Mantzicopoulos, 2005), teacher years of experience (Stuhlman & Pianta, 2002), teacher race (Kesner, 2000), teacher attachment history (Kesner, 2000), teacher instructional practices (Mantzicopoulos,…”
Emotional Competence and its Influences on Teaching and Learning (2010, background): “explain why teachers express more negativity in response to behavior of boys than girls and why they are more likely to have negative relationships with boys than with girls (Mantzicopoulos and Neuharth-Pritchett 2003; Stuhlman and Pianta 2002).”
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students (2015, methodology): “Using the Teacher Relationship Interview (TRI; Stuhlman and Pianta 2002), teachers were interviewed by phone for approximately one-half hour to elicit reports of their interactions and emotional responses to a student they found challenging.”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “First, tentative results suggest that the TRI captures mainly relationshipspecific information, especially about internalized affect (Spilt and Koomen 2009; Stuhlman and Pianta 2002).”