Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program.

By Joshua L. Brown, Stephanie M. Jones, Maria D. LaRusso, J. L. Aber. 2010

283 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/b476340246489766b5931fb9d38044d637a9cd5c

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. M. Poulou
2. Susan E. Rivers
3. J. L. Aber
4. Marc A. Brackett
5. Peter Salovey
6. J. Mayer
7. C. Cherniss
8. R. Bar-On

In Education

1. M. Poulou
2. Marc A. Brackett
3. Susan E. Rivers
4. Jere r. Behrman
5. Sharon Wolf
6. J. L. Aber
7. E. Tsinigo
8. M. Ravallion

In Safety Research

1. M. Poulou
2. Jere r. Behrman
3. Susan E. Rivers
4. Sharon Wolf
5. Marc A. Brackett
6. J. L. Aber
7. E. Tsinigo
8. M. Ravallion

Citations in the corpus

• Transforming Students’ Lives with Social and Emotional Learning (2014, background): “…reflects the extent to which the interactions between teachers and students reflect warmth and support, a lack of anger and hostility, consistent response from teachers to the needs of students, and teacher integration of students' ideas and interests into learning activities (Brown et al., 2010).”
• Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “…professional development programs in the United States have focused on the classroom emotional climate, teachers’ instructional support, and behavior management techniques as pathways to improve children’s nonacademic and academic skills development (e.g., Brown et al., 2010; Morris et al., 2014).”
• An examination of the relationship among teachers' perceptions of social-emotional learning, teaching efficacy, teacher-student interactions, and students' behavioral difficulties (2017, background): “First, although there is already clear evidence of the determinants of classroom relationships in elementary school classrooms (Brown et al., 2010; Howes, Phillipsen, & Peisner-Feinberg, 2000; Jerome, Hamre & Pianta, 2009; Pianta, 1999), the present study is the first to consider concurrently associ”
• Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions (2016, background): “ing associations between the quality of teacher–student interactions and teacher psychological and demographic characteristics (Brown et al. 2010), in that it suggests that teachers’ perceptions of personal skills such as EI, and professional skills such as SEL comfort and commitment are important p”