Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes

By D. Decker, Daria Paul Dona, S. Christenson. 2007

320 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9f2acb9fbe0e3676e07abdc40ed80086e22e20f0

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In Education

Citations in the corpus

Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…−.23 – – −.31 – Close & Solberg 2008 427 s .64 – .29 – – .23 Commodari 2013 152 p – – .18 – – – Crosnoe et al. 2004 12,095 s – – .23 – – – Daly et al. 2009 123 s .29 – – – – – Daniels et al. 2001 66 p .29 – – – – – Davidson et al. 2010 383 s .22 – .27 – – .16 Davis 2001 82 p – – −.03 – – – Davis…”
Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, methodology): “Decker et al. (2007) also reported that teacher and child views were not concordant on a subscale pertaining to the need for a closer relationship but did offer evidence of a moderate concordance of views on a scale pertaining to the emotional quality in teacher–student relationships.”
A Teacher Like Me: A Review of the Effect of Student–Teacher Racial/Ethnic Matching on Teacher Perceptions of Students and Student Academic and Behavioral Outcomes (2019, background): “A developmental perspective suggests that same-race teachers have the potential to serve as valuable role models for Black and Latino/a secondary school students given the heightened exploration and identification with a racial or ethnic identity (DeCuir-Gunby, 2009; Pahl & Way, 2006; Quintana, 2007”
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, background): “Indeed, teacher–child relationships characterized by more warmth and responsiveness, and by less anger and harshness, are linked to children's greater academic achievement and social competence, especially for children at risk ( Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002 ; Decker, Dona, & C”