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ERIC Number: EJ906368
Record Type: Journal
Publication Date: 2010-Dec
Pages: 26
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0022-4405
The Quality of Teacher-Student Interactions: Associations with First Graders' Academic and Behavioral Outcomes
Cadima, Joana; Leal, Teresa; Burchinal, Margaret
Journal of School Psychology, v48 n6 p457-482 Dec 2010
The associations between the quality of teacher-student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher-student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher-student interactions. These findings provide further support for the unique contribution of the quality of teacher-student interactions in first grade and suggest that it may be an important mechanism to improve academic skills. (Contains 6 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal