Publication Date
In 2024 | 0 |
Since 2023 | 1 |
Since 2020 (last 5 years) | 1 |
Since 2015 (last 10 years) | 2 |
Since 2005 (last 20 years) | 3 |
Descriptor
Author
Blair, Clancy | 1 |
Damira S. Rasheed | 1 |
Heining Cham | 1 |
Jennifer L. Frank | 1 |
Joshua L. Brown | 1 |
Kesner, John E. | 1 |
Mark T. Greenberg | 1 |
McKinnon, Rachel D. | 1 |
Patricia A. Jennings | 1 |
Regin Davis | 1 |
Sebrina L. Doyle | 1 |
More ▼ |
Publication Type
Reports - Research | 3 |
Journal Articles | 2 |
Education Level
Elementary Education | 3 |
Grade 1 | 3 |
Grade 2 | 3 |
Early Childhood Education | 2 |
Grade 3 | 2 |
Grade 4 | 2 |
Grade 5 | 2 |
Kindergarten | 2 |
Primary Education | 2 |
Intermediate Grades | 1 |
Middle Schools | 1 |
More ▼ |
Audience
Laws, Policies, & Programs
Assessments and Surveys
Student Teacher Relationship… | 3 |
Peabody Picture Vocabulary… | 1 |
Social Skills Improvement… | 1 |
Strengths and Difficulties… | 1 |
Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Joshua L. Brown; Patricia A. Jennings; Damira S. Rasheed; Heining Cham; Sebrina L. Doyle; Jennifer L. Frank; Regin Davis; Mark T. Greenberg – Grantee Submission, 2023
Mindfulness based interventions (MBIs) for teachers can improve classroom interactions, teacher mindfulness, and well-being, yet whether teacher focused MBIs also benefit children remains largely unexplored. This cluster randomized trial with 36 urban elementary schools, 224 K-5th grade teachers (M[subscript age] = 41.5) and 5200 children…
Descriptors: Academic Achievement, Social Emotional Learning, Outcomes of Education, Metacognition
Does Early Executive Function Predict Teacher-Child Relationships from Kindergarten to Second Grade?
McKinnon, Rachel D.; Blair, Clancy – Developmental Psychology, 2018
Teacher-child relationships have been linked to children's classroom engagement and to academic achievement. However, researchers have paid minimal attention to individual child factors that predict the development of these relationships. In the current study, we examined executive function (EF) prior to school entry as a predictor of…
Descriptors: Teacher Student Relationship, Learner Engagement, Academic Achievement, Executive Function
Kesner, John E. – International Education Journal, 2005
Educators exert a tremendous influence on gifted children's academic and social-emotional development, thus their perceptions of these students is critical. Many factors are associated with a successful classroom experience for the gifted child, and the classroom teacher plays a vital role in that success. The teacher influences not only the…
Descriptors: Teacher Student Relationship, Academically Gifted, Emotional Development, Teacher Influence