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ERIC Number: EJ782090
Record Type: Journal
Publication Date: 2007
Pages: 30
Abstractor: Author
Reference Count: 96
ISBN: N/A
ISSN: ISSN-0002-8312
Examining Teacher-Child Relationships and Achievement as Part of an Ecological Model of Development
O'Connor, Erin; McCartney, Kathleen
American Educational Research Journal, v44 n2 p340-369 2007
The purpose of the present study is to examine associations between quality of teacher-child relationships from preschool through third grade and children's third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher-child relationships and achievement. Second, high quality teacher-child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher-child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher-child relationships fostered children's achievement. Implications for educational practice are discussed. (Contains 5 tables and 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A