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ERIC Number: EJ1214637
Record Type: Journal
Publication Date: 2019
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
Rural Classroom Environments as Contexts for Teacher-Child Relationships
Varghese, Cheryl; Vernon-Feagans, Lynne; Bratsch-Hines, Mary
Journal of Educational Research, v112 n3 p411-420 2019
The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Kindergarten; Primary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System