An Ecological View of Schools and Development

93 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, result): “…EMEN was perceived to be low in the current study indicates a need for research in this field, particularly to examine the challenge of declining EMEN as students age, which is in line with previous research (e.g., Conner, 2016; Eccles & Roeser, 2010, 2011; Skinner et al., 2008; Wang et al., 2015).”
Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions (2018, background): “Finally, interacting with 120–150 students on a daily basis takes enormous cognitive and emotional energy on the part of the teacher and may preclude them from forming close socialemotional bonds with any given student given the numbers (Eccles and Roeser 2010).”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, background): “similar concepts, characterized by organizational, social, and instructional processes (Eccles and Roeser 2010), or by teaching decisions regarding classroom management, motivational atmosphere, and curriculum and instruction (Pressley et al.”