Student-Teacher Relationships

By K. Davis, David R. Dupper. 2004

355 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ab52f0bff69069849793fced2c0c0762380b03ff

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Citations in the corpus

Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “In the absence of parents, teachers are the authority figures children turn to for help and guidance (Hamre & Pianta, 2001, 2006).”
An investigation of the relationship between teachers’ expectations and teachers’ perceptions of student attributes (2016, background): “…al. 2005; LaVoie and Adams 1973), because the teachers’ expectations may influence subsequent teacher behavior, student performance, and track placement (e.g., Bennet et al. 1993; Brophy and Good 1970; Hamre and Pianta 2006; Helwig et al. 2001; Ready and Wright 2011; Rubie-Davies 2007, 2008, 2010).”
Parental perspectives of the role of school factors in school refusal (2014, background): “Teacher support can be differentiated into three main domains: emotional, instructional and organizational support (e.g. Pianta, La Paro, and Hamre 2007; Hamre and Pianta 2006).”
Adolescent Trust in Teachers: Implications for Behavior in the High School Classroom (2008, background): “Similar to a humanistic perspective (Hoy & Jalovick, 1979), a relational approach to behavior management includes connecting with students about their lives and being available to their emotional needs (Hamre & Pianta, 2006).”
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): “Shared values between students and teachers may also facilitate the formation of supportive student–teacher relationships (Decker, Dona, & Christenson, 2007; Hamre & Pianta, 2006).”
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. (2011, background): “…(c) engaging teaching approaches such as proactive classroom management and cooperative learning, and (d) safe and orderly environments that encourage and reinforce positive classroom behavior (e.g., Blum & Libbey, 2004; Hamre & Pianta, 2006; Hawkins et al., 2004; Jennings & Greenberg, 2009).”
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups (2013, neutral): “Such interpretation is consistent with the dyadic system model of teacher–student relationships, assuming that the feedback loops between students and teachers are determining the quality of their relations (Hamre and Pianta 2006).”
The development of social and emotional competence at school: An integrated model (2020, background): “Often, teacher–student relationships become less personal, more formal, and more evaluative following the transition (Hamre & Pianta, 2006).”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, neutral): “There is growing recognition that teachers make a crucial contribution to the social and emotional development of their students (Birch & Ladd, 1998; Hamre & Pianta, 2001, 2006; Murray & Greenberg, 2000; Pianta, Hamre, & Stuhlman, 2003) that has lasting effects on their lives well into adulthood…”