379 related articles for article (PubMed ID: 16149994)
1. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Hamre BK; Pianta RC
Child Dev; 2005; 76(5):949-67. PubMed ID: 16149994
[TBL] [Abstract][Full Text] [Related]
2. Temperamental attention and activity, classroom emotional support, and academic achievement in third grade.
Rudasill KM; Gallagher KC; White JM
J Sch Psychol; 2010 Apr; 48(2):113-34. PubMed ID: 20159222
[TBL] [Abstract][Full Text] [Related]
3. Teacher expectations and perceptions of student attributes: Is there a relationship?
Rubie-Davies CM
Br J Educ Psychol; 2010 Mar; 80(Pt 1):121-35. PubMed ID: 19622199
[TBL] [Abstract][Full Text] [Related]
4. Experiences of violence and deficits in academic achievement among urban primary school children in Jamaica.
Baker-Henningham H; Meeks-Gardner J; Chang S; Walker S
Child Abuse Negl; 2009 May; 33(5):296-306. PubMed ID: 19481803
[TBL] [Abstract][Full Text] [Related]
5. Do social and behavioral characteristics targeted by preventive interventions predict standardized test scores and grades?
Fleming CB; Haggerty KP; Catalano RF; Harachi TW; Mazza JJ; Gruman DH
J Sch Health; 2005 Nov; 75(9):342-9. PubMed ID: 16255720
[TBL] [Abstract][Full Text] [Related]
6. Teacher expectations, classroom context, and the achievement gap.
McKown C; Weinstein RS
J Sch Psychol; 2008 Jun; 46(3):235-61. PubMed ID: 19083359
[TBL] [Abstract][Full Text] [Related]
7. Individual differences and the development of perceived control.
Skinner EA; Zimmer-Gembeck MJ; Connell JP
Monogr Soc Res Child Dev; 1998; 63(2-3):i-vi, 1-220. PubMed ID: 9839459
[TBL] [Abstract][Full Text] [Related]
8. Teacher practices as predictors of children's classroom social preference.
Mikami AY; Griggs MS; Reuland MM; Gregory A
J Sch Psychol; 2012 Feb; 50(1):95-111. PubMed ID: 22386080
[TBL] [Abstract][Full Text] [Related]
9. Teacher-child relationships as dynamic systems.
O'Connor E
J Sch Psychol; 2010 Jun; 48(3):187-218. PubMed ID: 20380947
[TBL] [Abstract][Full Text] [Related]
10. Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills.
Mashburn AJ; Pianta RC; Hamre BK; Downer JT; Barbarin OA; Bryant D; Burchinal M; Early DM; Howes C
Child Dev; 2008; 79(3):732-49. PubMed ID: 18489424
[TBL] [Abstract][Full Text] [Related]
11. Classroom problem behavior and teacher-child relationships in kindergarten: the moderating role of classroom climate.
Buyse E; Verschueren K; Doumen S; Van Damme J; Maes F
J Sch Psychol; 2008 Aug; 46(4):367-91. PubMed ID: 19083364
[TBL] [Abstract][Full Text] [Related]
12. Pygmalion and the student: age and classroom differences in children's awareness of teacher expectations.
Weinstein RS; Marshall HH; Sharp L; Botkin M
Child Dev; 1987 Aug; 58(4):1079-93. PubMed ID: 3608657
[TBL] [Abstract][Full Text] [Related]
13. Verbal abuse by the teacher and child adjustment from kindergarten through grade 6.
Brendgen M; Wanner B; Vitaro F
Pediatrics; 2006 May; 117(5):1585-98. PubMed ID: 16651312
[TBL] [Abstract][Full Text] [Related]
14. Families and Schools Together: an experimental study of multi-family support groups for children at risk.
Kratochwill TR; McDonald L; Levin JR; Scalia PA; Coover G
J Sch Psychol; 2009 Aug; 47(4):245-65. PubMed ID: 19480887
[TBL] [Abstract][Full Text] [Related]
15. Student-teacher relationships and classroom climate in first grade: how do they relate to students' stress regulation?
Ahnert L; Harwardt-Heinecke E; Kappler G; Eckstein-Madry T; Milatz A
Attach Hum Dev; 2012; 14(3):249-63. PubMed ID: 22537523
[TBL] [Abstract][Full Text] [Related]
16. Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.
Brock LL; Nishida TK; Chiong C; Grimm KJ; Rimm-Kaufman SE
J Sch Psychol; 2008 Apr; 46(2):129-49. PubMed ID: 19083354
[TBL] [Abstract][Full Text] [Related]
17. The quality of teacher-student interactions: associations with first graders' academic and behavioral outcomes.
Cadima J; Leal T; Burchinal M
J Sch Psychol; 2010 Dec; 48(6):457-82. PubMed ID: 21094394
[TBL] [Abstract][Full Text] [Related]
18. Teacher-child relationships and the development of academic and behavioral skills during elementary school: a within- and between-child analysis.
Maldonado-Carreño C; Votruba-Drzal E
Child Dev; 2011; 82(2):601-16. PubMed ID: 21410918
[TBL] [Abstract][Full Text] [Related]
19. Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools.
Webster-Stratton C; Jamila Reid M; Stoolmiller M
J Child Psychol Psychiatry; 2008 May; 49(5):471-88. PubMed ID: 18221346
[TBL] [Abstract][Full Text] [Related]
20. The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom.
Rimm-Kaufman SE; Curby TW; Grimm KJ; Nathanson L; Brock LL
Dev Psychol; 2009 Jul; 45(4):958-72. PubMed ID: 19586173
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
