The present study examined boys’ race in moderating the association between teacher–child relationship quality, measured by closeness and conflict, and boys’ language gains and conduct problems change scores during Pre-K. The study was conducted using data from the National Center for Early Development and Learning’s (NCEDL) Multi-State Study of Pre-Kindergarten and the NCEDL-NIEER State-Wide Early Education Programs Study (SWEEP Study). Participants were 1,228 boys in 660 pre-K classrooms. On average, pre-K teachers had closer relationships with White boys than Latino boys and more conflictual relationships with Black boys than boys of other races. (author abstract)
The role of teacher–child relationship quality in Black and Latino boys’ positive development
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- Related Studies
- You May Also Like
These resources share similarities with the current selection.