NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ788384
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0193-3973
Child and Teacher Reports of Teacher-Student Relationships: Concordance of Perspectives and Associations with School Adjustment in Urban Kindergarten Classrooms
Murray, Christopher; Murray, Kelly M.; Waas, Gregory A.
Journal of Applied Developmental Psychology, v29 n1 p49-61 Jan-Feb 2008
This investigation examines child and teacher perceptions of teacher-child relationships among 157 children (M age = 6.1) who attended 12 full-day kindergarten classrooms in a large urban school district. Children and teachers completed comparable assessments designed to measure perceptions of social support from teachers and they also completed comparable measures of school adjustment. Findings indicated that some aspects of children's reports of their relationships were reliable but their reports of some dimensions of support had low internal consistency. There was minimal concordance between child and teacher reports of teacher-student relationships suggesting that rater perceptions differed. Analyses of associations between children's and teachers' perceptions of support and their reports of school adjustment indicated stronger within-rater associations than cross-rater associations. Lastly, analyses of demographic variables indicated that student race as well as teacher-student ethnic match was related to teacher but not to student perceptions of teacher-student relationship quality. The implications of these findings for research and practice efforts are discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A