Examining teacher-child relationships and achievement as part of an ecological model of development.

Autor/inn/en	O'Connor, Erin; McCartney, Kathleen
Titel	Examining teacher-child relationships and achievement as part of an ecological model of development.
Quelle	In: American educational research journal, 44 (2007) 2, S. 340-369Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/0002831207302172
Schlagwörter	Empirische Untersuchung; Kind; Vorschule; Schuljahr 03; Primarbereich; Schüler-Lehrer-Beziehung; Schülerleistung; Einflussfaktor; Qualität; USA
Abstract	The purpose of the present study is to examine associations between quality of teacher-child relationships from preschool through third grade and children's third-grade achievement using Phases I, II, and III data from the National Institute of Child Health and Human Development Study of Early Care and Education, a prospective study of 1,364 children from birth through sixth grade. There are three main findings. First, positive associations were found between quality of teacher-child relationships and achievement. Second, high quality teacher-child relationships buffered children from the negative effects of insecure or other maternal attachment on achievement. Third, the effect of quality of teacher-child relationships on achievement was mediated through child and teacher behaviors in the classroom. In sum, high quality teacher-child relationships fostered children's achievement. Implications for educational practice are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/2