Child Care and Early Education Research Connections
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Student-Teacher Relationship Scale
Resource Type:
Instruments
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.
The Cost, Quality and Child Outcomes in Child Care Centers Study
Relations between preschool children's child-care experiences and concurrent development: The Cost, Quality, and Outcomes Study
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Predicting parental perceptions of children's longitudinal school success from early child care experiences
Parental views of children's longitudinal school success in relation to early child care experiences
Emotional competence and early school adjustment: A study of preschoolers at risk
Enhancing the transition to kindergarten: Linking children, families, & schools
Child care for working poor families: Child development and parent employment outcomes
Child care and early childhood education in Hungary: An examination of teacher-child relationships in Hungarian preschools
Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition
Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care
Training Head Start teachers to build relationships with young children: Effects in perception of skill development and self-efficacy
Student-Teacher Relationship Scale
The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade
Linkages between children's narrative representations of families and social competence in child-care settings
A teacher-based intervention to increase prosocial behavior in children attending day care
The rates, effects, and mechanisms of stability in nonmaternal child care arrangements during the preschool and transition to school age period
Children's cortisol and the quality of teacher-child relationships in child care
Relationship-focused child care practices: Quality of care and child outcomes for children in poverty
The role of child gender and ethnicity in teacher-child relationship quality and children?s behavioral adjustment in preschool
Teacher-child relationships in prekindergarten: The influence of child and teacher characteristics
Teachers' perceptions of their relationships with children who speak English as an additional language in early childhood settings
Further examination of the convergent and discriminant validity of the Student-Teacher Relationship Scale
Head Start Impact Study: Final report
The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers? competence in classroom interactions
A comparison of teacher-rated classroom conduct, social skills, and teacher-child relationship quality between preschool English learners and preschool English speakers
The impact of parents, child care providers, teachers, and peers on early externalizing trajectories
Social and relational factors in early education and prosocial actions of children of diverse ethnocultural communities
Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence
Examining factorial validity and measurement invariance of the Student-Teacher Relationship Scale
Children's individual experiences in early care and education: Relations with overall classroom quality and children's school readiness
The three dimensions of the Student-Teacher Relationship Scale: CFA validation in a preschool sample
Caregiver-child relationships as a context for continuity in child care
Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes
Third Grade Follow-Up to the Head Start Impact Study: Final report
The reciprocal relations between teachers' perceptions of children's behavior problems and teacher-child relationships in the first preschool year
Aggressive and prosocial children's evaluation and justification of transgressions and their relationship to the teacher-child relationship in Tanzania
Teacher-child relationships: Contribution of teacher and child characteristics
Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten
Boys, girls, and "two cultures" of child care
Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates
Impact of Head Start quality on children's developmental outcomes
Identifying baseline and ceiling thresholds within the Qualistar Early Learning Quality Rating and Improvement System
Examining the associations between daily caregiving discontinuity and children's social-emotional outcomes
Reducing child problem behaviors and improving teacher-child interactions and relationships: A randomized controlled trial of BEST in CLASS
Focusing on teacher-children relationship perception and children's social emotional behaviors - the PATHS preschool program
Examining the validity of the ECERS-R: Results from the German National Study of Child Care in Early Childhood
Preschoolers' emotion expression and regulation: Relations with school adjustment
Childcare quality and preschoolers' math development
Social interaction with peers, peer relationships, and socioemotional adjustment of immigrant children at Head Start preschools
A comparison of social interactions between preschool students from Spanish speaking homes and preschool students from English speaking homes
The effects of early care and education settings on the kindergarten outcomes of doubly vulnerable children
Challenging temperament, teacher-child relationships, and behavior problems in urban low-income children: A longitudinal examination
The role of relational and instructional classroom supports in the language development of at-risk preschoolers
Affective social competence and teacher-child relationship quality: Race/ethnicity and family income level as moderators
Student-Teacher Relationship Scale - Short Form
Parental book reading and social-emotional outcomes for Head Start children in foster care
Participant roles in preschool bullying: The impact of emotion regulation, social preference, and quality of the teacher-child relationship
Experimental evidence on distributional effects of Head Start
Early childcare and family experiences predict development of prosocial behaviour in first grade
The effects of teacher–child racial congruence, child race, and emotion situation knowledge on teacher–child relationships and school readiness
Influences of teacher–child relationships and classroom social management on child-perceived peer social experiences during early school years
Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences
Latent profile analysis of classroom behavior problems in an American national sample of prekindergarten children
Latent growth trajectories of peer context behavior problems across preschool, kindergarten and first grade
Like your students, like their families? Teacher perceptions and children’s socio-emotional-behavioral functioning
NICHD Study of Early Child Care and Youth Development: Phase I, 1991-1994 [United States]
NICHD Study of Early Child Care and Youth Development: Phase II, 1995-1999 [United States]
NICHD Study of Early Child Care and Youth Development: Phase III, 2000-2004 [United States]
NICHD Study of Early Child Care and Youth Development: Phase IV, 2005-2007 [United States]
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