Exploring the Contexts of Relationship Quality between Middle School Students and Teachers

By H. Davis. The Elementary school journal, 2006

214 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c8ae3709fd8decfab5df97ce0baeae0c9c8ebca1

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In Education

Citations in the corpus

Synthesizing the Evidence on Classroom Goal Structures in Middle and Secondary Schools A Meta-Analysis and Narrative Review (2012, background): “This finding confirms others in the literature on teacher relationships, suggesting that especially for students in middle school, positive relationships with teachers assist in promoting students’ learning and selfesteem (Davis, 2006).”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, result): “Last, only one study employed a case study design (Davis, 2006), which indicated that more positive teacher–student relationships improve academic achievement.”
Teacher–student relationship and academic achievement: a cross-lagged longitudinal study on three different age groups (2013, unknown): “1999) and teachers prefer students with higher achievements (Babad 1993; Davis 2006; Kuklinski and Weinstein 2000; Wentzel and Asher 1995).”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Teacher and peer support become more nuanced during the middle school years as adolescents have a heightened awareness of and interest in peer relationships (Brown, 2004) and educators become increasingly important in shaping students’ learning and school experiences (Davis, 2006).”
Motivation to Learn and Teacher-Student Relationship. (2016, background): “Studies have shown that positive teacher–student relationships can lead to a warm classroom environment that facilitates successful adaptation to school and thereby increases student motivation to learn (Baker, 2006; Davis, 2006).”
Associations Between Peer Victimization and Academic Performance (2013, background): “Accordingly, middle-school students are at heightened risk of distress (McDougall & Hymel, 1998), psychosocial problems (Prinstein & Aikins, 2004; Rhodes, Roffman, Reddy, & Fredriksen, 2004), and low achievement and motivation (Zanobini & Usai, 2002), all of which can impair their academic performan”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “For instance, Davis (2006) describes how middle school teachers were drawn to students who reflect some aspects of themselves or who validated their instruction.”
Promoting Student Engagement in the Classroom (2014, background): “Integrating humor has been found to help teachers build rapport and hold students’ attention (Davis, 2006).”
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education (2012, background): “As a result, “classroom management” arose from a family-like community defined by a shared vocabulary, with all responsible to one another to do the right thing (Davis, 2006; Price, 2006; Ullucci, 2009).”