Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?

By B. Hamre, Robert C. Pianta. Child Development, 2005

1,839 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/e9726bf04e16e6e8d28f25790a129a0fac7c4864

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In Clinical Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “Children who have more positive peer relationships, fewer behavioral problems, and more advanced social skills tend to achieve at higher levels (Baker, 2006; Hamre & Pianta, 2005; Ladd, Birch, & Buhs, 1999).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “…promote children’s positive outcomes in school, but we know less about for whom these attributes of classroom quality matter most (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2007; Hamre & Pianta, 2005; Mashburn et al., 2008; O’Connor & McCartney, 2007; Stipek, Feiler, Daniels, & Milburn, 1995).”
Applicability of the Classroom Assessment Scoring System in Chinese Preschools Based on Psychometric Evidence (2016, background): “…such benefits are more pronounced for children with high risk factors (e.g., those from disadvantaged social, economic, and cultural backgrounds), and thus quality child–teacher interactions could help in leveling the play field for these children (Burchinal et al., 2011; Hamre & Pianta, 2005).”
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors (2010, methodology): “…by more warmth and responsiveness, and by less anger and harshness, are linked to children’s greater academic achievement and social competence, especially for children at risk (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Decker, Dona, & Christenson, 2007; Hamre & Pianta, 2005).”
Performance Feedback and Teachers' Use of Praise and Opportunities to Respond: A Review of the Literature (2012, background): “…teacher-student interactions during instructional tasks are most effective when teachers’ provide lines of questioning that extend children’s understanding of their own knowledge (i.e., meta-cognition; Hamre & Pianta, 2005) as opposed to only asking fact-based questions (i.e., “What is 5 + 5?”).”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Teacher turnover, approximately 30% annually among ECE providers (NAEYC, 2004), can harm the quality of education and care children receive, undermining safe attachments and organizational stability (Hamre & Pianta, 2005; Phillips et al., 2001; Whitebook, Sakai, & Howes, 2004).”
Co-Regulation of Student Motivation and Emergent Identity (2009, background): “…construct; however, teacher supportive relationships have been found to be especially important for students who attend schools that serve students of poverty (Hamre & Pianta, 2005), at-risk youth (Watson & Battistich, 2006), and students who cope with barriers to participation (McCaslin, 2006).”
Relationships Between Teachers and Urban African American Children (2007, background): “Further, in a prospective study, teacher support, as measured by observation, has been found to moderate children’s risk for school failure (Hamre and Pianta, 2005), suggesting that positive teacher–student relationships can have a protective influence among children at risk for school problems.”
Measuring Effective Teacher-Student Interactions From a Student Perspective (2015, background): “Higher levels of Instructional Support have been linked to behavioral engagement (NICHD ECCRN, 2003) and academic achievement (Hamre & Pianta, 2005; Howes et al., 2008).”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “Teachers need to be able to systematically introduce and develop concepts in their instruction and provide positive informative feedback to each child (Hamre & Pianta, 2005 ; NICHD ECCRN, 2002b; Pianta, Belsky, Houts, Morrison, & NICHD ECCRN, 2007).”
Profiles of Educational Quality in First Grade (2009, methodology): “Children’s gains on standardized achievement tests have been associated with teachers’ provision of feedback and learning opportunities that foster concept development (Hamre & Pianta, 2005; Howes et al., 2008).”