Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice

By Robert C. Pianta. 2013

180 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cc5ef603b5b8891ce104e6d70054a50ab933df52

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “Relationships between teachers and students entail more than the sum of their behaviors and their individual characteristics (Pianta 2006; Pianta et al. 2003).”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “Several studies have examined outcomes related to students’ perceptions of their teachers as caring (Davis, 2003; Pianta & Stuhlman, 2004; Pianta, 2006; Wentzel, 1993, 1997).”
Positive teacher–student relationships go beyond the classroom, problematic ones stay inside (2017, unknown): “Research from a relationship perspective might prove useful, especially in the prediction of long-term educational outcomes or teacher wellbeing (Pianta, 2006 ; Spilt et al., 2011).”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “How students perceive the social climate of their classroom, and especially the way students perceive their teachers interpersonally, is strongly related to student academic achievement and well-being (Brophy, 1998; Davis, 2003; Wubbels, Brekelmans, den Brok, & van Tartwijk, 2006), and to the psycho”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Research validates the notion that all three are important in shaping motivation and engagement in the classroom (Hamre & Pianta, 2001 ; Murray & Greenberg, 2000 ; Pianta, 1999, 2006 ; Ryan & Stiller, 1991 ; Stipek, 2002b ; Wentzel, 1998, 2009 ; Wigfi eld et al., 2006 ) .”
The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “The aim is to develop greater self-discipline in students and connectedness to school via improved student–teacher relationships (Pianta, 2006) and student–student relationships (Wentzel, 2006), which have been shown to be protective factors against high-risk behaviours such as drug abuse and violen”
Students’ evocative impact on teacher instruction and teacher–child relationships (2015, background): “…little systematic research into the possibility that student characteristics and behaviours actually evoke various responses from teachers and have an impact on the teacher-student relationship (Houts, Caspi, Pianta, Arseneault, & Moffit 2010; Ladd, Birch, & Buhs, 1999; Nurmi, 2012; Pianta, 2006).”
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. (2016, background): “Early work in this tradition, in the 1960s and 1970s, emphasized models developed by Glasser, Rogers, and Dreikurs, among others followed by more nuanced examinations of the nature of teacher–student relationships (Pianta, 2006).”
Interpersonal adaptation in teacher-student interaction (2017, unknown): “…to be associated with student cognitive learning outcomes and motivation (e.g., Cornelius-White, 2007; Den Brok, Brekelmans, & Wubbels, 2004; Pianta, 2006; Roorda, Koomen, Spilt, & Oort, 2011; Wubbels, Brekelmans, Den Brok, & Van Tartwijk, 2006), and with teacher well-being (e.g., Spilt,…”