The role of elementary teachers’ conceptions of closeness to students on their differential behaviour in the classroom

By Melissa Newberry, H. Davis. 2008

126 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f5114837e3ec0df7b61747a1d743adf43d3c30ad

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In Education

Citations in the corpus

Entering the Emotional Practices of Teaching (2009, background): “Newberry and Davis (2008) reported that teachers who perceived students as needing too much support and requiring more emotional management were found to be labeled as “emotionally draining” and had more distant relationships with the teacher.”
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education (2012, background): “However uncertain or labor-intensive (see Bergeron, 2008; Dunn, 2010; Newberry & Davis, 2008) the cycle of caring can be, Noddings argued that “caring for” relationships are the true foundation of education and a moral society, not criterion-based standards, norm-referenced tests, or character…”
Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “also be a function of their perceived psychological proximity (Muller et al. 1999; Newberry and Davis 2008).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, unknown): “It explicates that teachers are emotionally vulnerable and may experience not only professional but also personal failure when relationships with students are poor (Hargreaves 1998, 2000; Newberry and Davis 2008; O ’ Connor 2008).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “interpersonal or affective connection that is formed between teachers and students, reflecting the degree of affiliation (e.g. warm, caring, trusting relationships; Newberry and Davis 2008).”
Differentiating classroom climate concepts: Academic, management, and emotional environments (2009, background): “It is inevitable that teachers will like some children more than others, have a style that suits children’s personalities differentially, and be closer in culture, values, and family background to some and not other children (newberry & Davis 2008).”