Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students

By Robert C. Pianta, J. Allen. 2008

138 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b2c08ddb7f62c384c91034a755db92f00f581bd3

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Citations in the corpus

A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students (2015, background): “…developing social, moral, and civic capacities, should be student-centered and involve self-reflection, cooperative interaction with peers, and active participation in meaningful discussions (Bickmore, 2005; Gould et al., 2009; Hahn, 1994; Pianta & Allen, 2008; Solomon, Watson, & Battistich, 2002).”
Recent trends in research on teacher–child relationships (2012, unknown): “These models include attachment and developmental systems theory, but also include social-motivational, socialization, interpersonal theory, and social support models (Pianta & Allen, 2008).”
Student Perceptions of Teacher Support and Competencies for Fostering Youth Purpose and Positive Youth Development: Perspectives From Two Countries (2014, result): “Aside from providing more grist for the mill of debate in this realm, these results importantly provide further evidence of the (at least indirect) effects of teachers toward promoting not only purpose but broader positive youth development (Pianta & Allen, 2008).”
Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education (2014, background): “Interested and caring teachers who try to establish positive relationships with their students could make the difference for students at risk (Jennings & Greenberg, 2008; Pianta & Allen, 2008).”
Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions (2011, background): “Teacher credentials, however, have shown little predictive value in identifying which teachers are most successful for student outcomes (Hanushek & Rivkin, 2004; Pianta & Allen, 2008).”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “As Pianta and Allen (2008) note, “students’ social and instructional interactions with teachers either produce or inhibit achievement and behavioral/emotional health to the extent that they engage and motivate youth” (p. 1).”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, methodology): “high quality over a period of years, even if that student remains in the same school (NICHD ECCRN, 2005; Pianta et al., 2008),”