The Consistency of Perceived Teacher–Child Relationships Between Preschool and Kindergarten

By C. Howes, Leslie C. Phillipsen, Ellen Peisner-Feinberg. 2000

297 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aa7e80b30025453c8e138483313b103855c4ad5b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Robert C. Pianta
2. Robert J. Coplan
3. M. Poulou
4. Andrew J. Mashburn
5. Kimberley A. Arbeau
6. S. Rimm-Kaufman
7. Jason T. Downer
8. B. Hamre

In Education

1. Robert C. Pianta
2. Jason T. Downer
3. S. Rimm-Kaufman
4. Andrew J. Mashburn
5. B. Hamre
6. Robert J. Coplan
7. Laura M. Justice
8. M. Poulou

Citations in the corpus

• Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, methodology): “The STRS is a frequently used measure of teachers’ relationships with their students, and has been shown to have sufficient psychometric properties (e.g., Birch & Ladd, 1997; Hamre & Pianta, 2001; Howes et al., 2000).”
• Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables (2005, background): “Pianta et al., 1995), externalizing behaviors (e.g., Birch & Ladd, 1998; Howes, Phillipsen, & Peisner-Feinberg, 2000; Pianta, 1994; Pianta et al., 1995), school liking, school avoidance, work habits, and frustration tolerance (e.g., Birch & Ladd, 1997; Pianta et al., 1997).”
• Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “Teacher–student relationships in preschool and the early school years have been investigated mainly through reports by teachers of relationship patterns (Howes et al. 2000; Mantzicopoulos 2005).”
• Teacher-Child Relationships and Children's Success in the First Years of School (2004, background): “, 1995) and from preschool to kindergarten (Howes et al., 2000).”
• Behaviorally at-risk African American students:The importance of student–teacher relationships for student outcomes (2007, background): “Feinberg, 2000; Hughes et al., 2001; Kesner, 2000), students with disabilities (Murray & Greenberg, 2001), students who are poorly adjusted at school (Blankemeyer, Flannery, & Vazsonyi, 2002), and racial and ethnic minorities (Kesner, 2000; Saft & Pianta, 2001). Very little research has examined how”