Teachers' Perceptions of Their Relationships with Students: Effects of Child Age, Gender, and Ethnicity of Teachers and Children.

By Elizabeth W. Saft, Robert C. Pianta. 2001

531 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f58eb68e808eb3d27350cd356127899bd385285e

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Citations in the corpus

Motivational Interventions That Work: Themes and Remaining Issues (2007, background): “Moreover, teacher ethnicity and mismatch between the race/ethnicity of teachers and students is related to conflict and dependency in teacher–student relationships ( O'Connor & McCartney, 2006 ; Saft & Pianta, 2001 ).”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “These dimensions are consistent across child age, ethnicity, and socioeconomic status ( Saft & Pianta, 2001 ); are stable from kindergarten to second grade ( Birch & Ladd, 1997 ; Pianta et al, 1995 ); and map conceptually to children's reports of relationships with teachers ( Lynch & Cicchetti, 199”
The contribution of student perceptions of school climate to understanding the disproportionate punishment of African American students in a middle school (2012, background): “However, studies have shown that African-American students report greater conflict in teacher relationships than Caucasian students, especially when the teacher is from another ethnic group (Hughes, Gleason, & Zhang, 2005; Saft & Pianta 2001).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “Similarly, but at the level of the classroom, Saft and Pianta (2001) found that teachers rated their relationships with children more positively when there was a match in ethnicity between the pair, suggesting that positive dyadic interactions may be influenced by cultural context.”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “Moreover, economically and racially diverse students often have weaker relationships with their teachers than White students (Hughes & Kwok, 2006; Saft & Pianta, 2001), which can contribute to less engagement in the classroom and widen the gap between their academic performance and that of their…”
Conflictual relationships between kindergarten children and their teachers: Associations with child and classroom context variables (2005, background): “Several studies have explored the role of gender in relational conflict, with frequent reports that boys are more likely than girls to have conflict in the relationships that they establish with their teachers (e.g., Birch & Ladd, 1997; Kesner, 2000; Saft & Pianta, 2001; Stuhlman & Pianta, 2001).”
Teacher Characteristics Associated with Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions. (2014, background): “…Teachers’ Beliefs and Awareness of Students’ Dispositions efficacy (Goddard & Skrla, 2006) and perceptions of their relationships with their students (Saft & Pianta, 2001), yet little is known about the role of teacher race and teachers’ instructional belief systems, including their belief…”
Parent–child and teacher–child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence ☆ (2011, background): “It has been found that the teacher–child relationship is related to the child’s age (Saft & Pianta, 2001) and gender (Pianta & Nimetz, 1991).”
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006, background): “These child characteristics, as they are perceived by teachers, influence the nature of teacher–child interactions, and hence, the quality of the teacher–child relationship (Saft & Pianta, 2001; Stuhlman & Pianta, 2002).”
Social Relationships and School Readiness (2006, background): “…identify three conceptually distinct dimensions of teacher–child relationships derived from attachment theory and behavioral interaction studies—conflict, closeness, and dependency (Birch & Ladd, 1997; Cost Quality and Child Outcomes Study Team, 1995; Pianta et al., 1995; Saft & Pianta, 2001).”
The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children (2010, result): “This latter finding is consistent with Saft and Pianta (2001) , who reported that when kindergarten teachers and students shared the same ethnic background, teachers reported their relationships with the children more positively.”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “…in preschool and lower grades in primary school have used teacher-report of teacher–student relationship because young learners may not be able to validly express their social relationship quality (Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002; Hughes & Kwok, 2007; Saft & Pianta, 2001).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “Evidence from preschool and early elementary school grades suggests that teachers typically report more conflict and less closeness with boys than girls (Saft & Pianta, 2001; Spilt, Hughes, Wu, & Kwok, 2012).”