Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement

Valiente, Carlos; Parker, Julia; Swanson, Jodi; Bradley, Robert H.; Groh, Brittany M.

doi:10.1016/j.ecresq.2019.05.001

Cited by 18 publications

(20 citation statements)

References 57 publications

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“…High-quality positive STRs have been found to have medium to large positive relationships with student engagement, small to medium positive relationships with academic achievement (Roorda et al, 2011), a positive relationship with students’ sense of belonging (e.g., Birch & Ladd, 1997), and a positive relationship with students’ self-esteem and social skills (Cornelius-White, 2007). From a longitudinal perspective, STRs predict later reading achievement (Valiente et al, 2019) and lead to reductions in problem behavior during the middle school years (Pakarinen et al, 2017). High-quality positive STRs are also inversely related to students’ problematic behavior (Brewster & Bowen, 2004; Quin, 2016; Silver et al, 2005), dropout (Quin, 2016), and suspension (Green, 1998; Quin, 2016).…”

Section: Outcomes Associated With Student-teacher Relationshipsmentioning

confidence: 99%

Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

Kincade

Cook

Goerdt

2020

Review of Educational Research

102

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Past research has shown student-teacher relationships (STRs) are associated with student outcomes, including improvements in academic achievement and engagement and reductions in disruptive behaviors, suspension, and risk of dropping out. Schools can support STRs universally and systematically by implementing universal, school-wide, and class-wide programs and practices that aim to facilitate high-quality STRs. This study applied meta-analytic and common element procedures to determine effect sizes and specific practices of universal approaches to improving STRs. The universal programs with the largest effects were Establish-Maintain-Restore and BRIDGE. Other programs demonstrated moderate effects in one study, with combined effect sizes revealing smaller effects. The common elements procedure identified 44 practices teachers can implement to promote positive STRs, with 14 proactive and direct practices. Programs with the largest effects, in general, contained the most proactive and direct practices for improving STRs. Implications of these findings and future research recommendations are discussed.

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Section: Outcomes Associated With Student-teacher Relationshipsmentioning

confidence: 99%

Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

Kincade

Cook

Goerdt

2020

Review of Educational Research

102

View full text Add to dashboard Cite

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“…Meta-analyses, conducted with students ranging from pre through high school, found student–teacher relationships (STR) to be associated with a number of student outcomes, including engagement, sense of belonging, self-esteem and social skills, in addition to improved behavior, academic achievement, lower suspension rates, and reduced risk of dropout (Quin, 2017 ; Roorda et al, 2011 ). These associations have been documented cross sectionally and longitudinally, with some studies showing effects up to four years later (e.g., Valiente et al, 2019 ). Further, evidence from a recent meta-analysis of the intervention literature revealed that universal programs aimed at improving STR have an average effect size of d = 0.26 on relationship quality, with some programs having substantially large effects (Kincade et al, 2020 ).…”

Section: A Cluster Randomized Controlled Trial Of Establish-maintain-...mentioning

confidence: 94%

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

Duong

Gaias

Brown

et al. 2022

School Mental Health

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Student–teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student–teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student–teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student–teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed.

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“…To do this, the teacher should establish communication with the family as soon as schools are closed (EdTech Hub 2020) and maintain regular communication throughout the closure. It is widely recognized in education science that the teacher-student bond influences success (Valiente et al 2019), and this bond is necessarily weakened in distance education; of its six characteristics-or six distances (Jacquinot 1993)-pedagogical distance is the most difficult to regulate, and technology can not eliminate it (Jacquinot-Delaunay 2010). This issue should be addressed as part of the development phase, especially if school is to continue on a distance or hybrid model, to ensure that the teacher-student bond does not suffer as much from crisis situations in the future.…”

Section: Effects Of the Crisis On Teachersmentioning

confidence: 99%

Curriculum response to the crisis

et al. 2021

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Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery, reconstruction, development, and institutionalization. This article analyzes the response of curriculum to an unpredictable, chaotic, and recursive crisis situation. The article also highlights the role of important, but often forgotten, actors in a formal education system-parents-and examines the stresses the pandemic has placed on them. Finally, in the light of the continuum of the educational crisis and the impacts of Covid-19 on certain curricular dimensions, the article concludes with reflections on the need to rethink curricula, even in education systems that considered themselves robust in their institutionalization.

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Early elementary student-teacher relationship trajectories predict girls’ math and boys’ reading achievement

Cited by 18 publications

References 57 publications

Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships

A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students

Curriculum response to the crisis

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