BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

276 related articles for article (PubMed ID: 35190080)

  • 1. Indirect effects of coaching on pre-K students' engagement and literacy skill as a function of improved teacher-student interaction.
    Pianta RC; Lipscomb D; Ruzek E
    J Sch Psychol; 2022 Apr; 91():65-80. PubMed ID: 35190080
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Coaching Teachers to Improve Students' School Readiness Skills: Indirect Effects of Teacher-Student Interaction.
    Pianta RC; Lipscomb D; Ruzek E
    Child Dev; 2021 Nov; 92(6):2509-2528. PubMed ID: 34128220
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Instructional coaching actions that predict teacher classroom practices and student achievement.
    Glover TA; Reddy LA; Crouse K
    J Sch Psychol; 2023 Feb; 96():1-11. PubMed ID: 36641220
    [TBL] [Abstract][Full Text] [Related]  

  • 4. A randomized controlled trial of instructional coaching in high-poverty urban schools: Examining teacher practices and student outcomes.
    Reddy LA; Shernoff E; Lekwa A
    J Sch Psychol; 2021 Jun; 86():151-168. PubMed ID: 34051911
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Focusing on teacher-student interactions eliminates the negative impact of students' disruptive behavior on teacher perceptions.
    Hafen CA; Ruzek EA; Gregory A; Allen JP; Mikami AY
    Int J Behav Dev; 2015 Sep; 39(5):426-431. PubMed ID: 28148993
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Teacher Coaching: Increasing Deaf Students' Active Engagement Through Flexible Instructional Arrangements.
    Catalano J; Weirick W; Hasko J; Antia S
    J Deaf Stud Deaf Educ; 2021 Dec; 27(1):73-88. PubMed ID: 34590687
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Teacher-student interaction and lower secondary school students' situational engagement.
    Pöysä S; Vasalampi K; Muotka J; Lerkkanen MK; Poikkeus AM; Nurmi JE
    Br J Educ Psychol; 2019 Jun; 89(2):374-392. PubMed ID: 30252125
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Class- and subject teachers' self-efficacy and emotional stability and students' perceptions of the teacher-student relationship, classroom management, and classroom disruptions.
    Wettstein A; Ramseier E; Scherzinger M
    BMC Psychol; 2021 Jul; 9(1):103. PubMed ID: 34238377
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior.
    Splett JW; Smith-Millman M; Raborn A; Brann KL; Flaspohler PD; Maras MA
    Sch Psychol Q; 2018 Sep; 33(3):460-468. PubMed ID: 29517267
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™: The moderating role of distress among new teachers on student outcomes.
    Tolan P; Elreda LM; Bradshaw CP; Downer JT; Ialongo N
    J Sch Psychol; 2020 Feb; 78():75-95. PubMed ID: 32178813
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade.
    McLean L; Abry T; Taylor M; Connor CM
    J Sch Psychol; 2018 Aug; 69():154-168. PubMed ID: 30558750
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The influence of teacher-student proximity, teacher feedback, and near-seated peer groups on classroom engagement: An agent-based modeling approach.
    Dong Z; Liu H; Zheng X
    PLoS One; 2021; 16(1):e0244935. PubMed ID: 33411723
    [TBL] [Abstract][Full Text] [Related]  

  • 13. The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.
    Abry T; Rimm-Kaufman SE; Larsen RA; Brewer AJ
    J Sch Psychol; 2013 Aug; 51(4):437-53. PubMed ID: 23870440
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Implementation Quality Impacts Fourth Grade Students' Participation in Physically Active Academic Lessons.
    Errisuriz VL; Dooley EE; Burford KG; Johnson AM; Jowers EM; Bartholomew JB
    Prev Sci; 2021 Oct; 22(7):950-959. PubMed ID: 33797665
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Teacher-student relationships and mental health help seeking behaviors among elementary and secondary students in Ontario Canada.
    Halladay J; Bennett K; Weist M; Boyle M; Manion I; Campo M; Georgiades K
    J Sch Psychol; 2020 Aug; 81():1-10. PubMed ID: 32711720
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
    Martin DP; Rimm-Kaufman SE
    J Sch Psychol; 2015 Oct; 53(5):359-73. PubMed ID: 26407834
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Is it more effective or efficient to coach teachers in pairs or individually? A comparison of teacher and student outcomes and coaching costs.
    Pas ET; Kaihoi CA; Debnam KJ; Bradshaw CP
    J Sch Psychol; 2022 Jun; 92():346-359. PubMed ID: 35618380
    [TBL] [Abstract][Full Text] [Related]  

  • 18. A well-slept teacher is a better teacher: A multi-respondent experience-sampling study on sleep, stress, and emotional transmission in the classroom.
    Poon CY; Hui VK; Yuen GW; Kwong VW; Chan CS
    Psych J; 2019 Sep; 8(3):280-292. PubMed ID: 30983162
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes.
    Zee M; Koomen HMY
    J Sch Psychol; 2017 Oct; 64():43-60. PubMed ID: 28735607
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.
    Abry T; Rimm-Kaufman SE; Curby TW
    Prev Sci; 2017 Feb; 18(2):193-203. PubMed ID: 27957668
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 14.