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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.
Student-Teacher Relationship Scale
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten? [Abridged]
Fathers' and mothers' parenting behavior and beliefs as predictors of children's social adjustment in the transition to school
Does amount of time spent in child care predict socioemotional adjustment during the transition to kindergarten?
Temperament and language skills as predictors of teacher-child relationship quality in preschool
The transition to school: Adaptation in young children with and without intellectual disability
Does class size in first grade relate to children's academic and social performance or observed classroom processes?
Testing associations between young children's relationships with mothers and teachers
Early child care and children's development in the primary grades: Follow-up results from the NICHD Study of Early Child Care
Are there long-term effects of early child care?
Productive activity and the prevention of behavior problems
Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences
Teachers' perceptions of their relationships with children who speak English as an additional language in early childhood settings
Teacher-child relationships and children's success in the first years of school
Teacher and classroom characteristics associated with teachers' ratings of prekindergartners' relationships and behaviors
Observed differences between early childhood programs in the U.S. and Korea: Reflections of ''developmentally appropriate practices'' in two cultural contexts
Spanish-speaking children's social and language development in pre-kindergarten classrooms
The role of emotion regulation in children's early academic success
Ready to learn?: Children's pre-academic achievement in pre-kindergarten programs
Preschoolers? academic readiness: What role does the teacher-child relationship play?
Measuring teacher-child relationships in the Greek kindergarten setting: A validity study of the Student-Teacher Relationship Scale-Short Form
Relationships between teachers and preschoolers who are at risk: Contribution of children's language skills, temperamentally based attributes, and gender
Academic and cognitive functioning in first grade: Associations with earlier home and child care predictors and with concurrent home and classroom experiences
Toward a further understanding of teachers' reports of early teacher-child relationships: Examining the roles of behavior appraisals and attributions
Examining associations between effortful control and teacher-child relationships in relation to Head Start children's socioemotional adjustment
Banking time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships
Poverty, relationship conflict, and the regulation of cortisol in small and large group contexts at child care
Language environment and positive caregiving climate in early childhood care and education and their relationship to child language development
Teacher-child relationships and children's externalizing behaviors in Head Start
Models of emotion skills and social competence in the Head Start classroom
The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
The day-to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives
Promoting young children's social competence through the Preschool PATHS curriculum and MyTeachingPartner professional development resources
Children's negative emotionality moderates influence of parenting styles on preschool classroom adjustment
Preschoolers' attachment to mother and risk for adjustment problems in kindergarten: Can teachers make a difference?
Attachment relationships as predictors of language skills for at-risk bilingual preschool children
Family-school connectedness and children's early social development
Ethnic differences in social-emotional development in preschool: The impact of teacher child relationships and classroom quality
Do time in child care and peer group exposure predict poor socioemotional adjustment in Norway?
Social-emotional learning profiles of preschoolers' early school success: A person-centered approach
Preliminary psychometric properties of the BEST in CLASS Adherence and Competence Scale
Promoting social and emotional learning in preschool students: A study of Strong Start Pre-K
Associations between teacher-child relationships and children's writing in kindergarten and first grade
"My teacher helps me": Assessing teacher-child relationships from the child's perspective
Executive functioning and school readiness among preschoolers with externalizing problems: The moderating role of the student-teacher relationship
The differential role of symptoms of anxiety and social withdrawal in Chinese children's dependency on their teachers during the transition to nursery care
Development of student-teacher relationships in rural early elementary classrooms
The effects of the Preschool Inclusion Program on teacher outcomes in Turkey
Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge
Preschool children's prosocial behavior: The role of mother-child, father-child and teacher-child relationships
Temperament and teacher-child conflict in preschool: The moderating roles of classroom instructional and emotional support
Early intervention for children with behavior problems in summer settings: Results from a pilot evaluation in Head Start preschools
Fostering supportive teacher-child relationships: Intervention implementation in a state-funded preschool program
Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students
Teacher-child relationships, behavior regulation, and language gain among at-risk preschoolers
The preschool instructional context and child-teacher relationships
Partnerships in Early Childhood program: Final evaluation report
School readiness in children living in non-parental care: Impacts of Head Start
Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
Reciprocal relations between student-teacher relationship and children's behavioral problems: Moderation by child-care group size
BEST in CLASS: A classroom-based model for ameliorating problem behavior in early childhood settings
The impact of teacher-child relationships on child cognitive performance as explored by a priming paradigm
Unpacking the black box of the Chicago School Readiness Project intervention: The mediating roles of teacher-child relationship quality and self-regulation
Through race-colored glasses: Preschoolers' pretend play and teachers' ratings of preschooler adjustment
Links among Italian preschoolers' socioemotional competence, teacher-child relationship quality, and peer acceptance
Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children's development
Young children's perceptions of teacher-child relationships: An evaluation of two instruments and the role of child gender in kindergarten
Preschool Temperament Assessment: A quantitative assessment of the validity of behavioral style questionnaire data
The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social-emotional development
Teacher-child relationships make all the difference: Constructing quality interactions in early childhood settings
The mediating role of teacher self-efficacy in the relation between teacher-child race mismatch and conflict
Student-Teacher Relationship Scale - Short Form
Does fidelity of implementation account for changes in teacher-child interactions in a randomized controlled trial of Banking Time?
Living in non-parental care moderates effects of prekindergarten experiences on externalizing behavior problems in school
Teacher-child relationship quality in early childhood education: The importance of relationship patterns
CAP Family Life Study: Year 2 report: September 30, 2011-September 29, 2012
Children's behavioral adjustment in pre-primary schools in Tanzania: A multilevel approach
Informing context and change in young children's sociobehavioral development - the national Adjustment Scales for Early Transition in Schooling (ASETS)
Improving teacher-child relationship quality and teacher-rated behavioral adjustment amongst externalizing preschoolers: Effects of a two-component intervention
Patterns of classroom quality in Head Start and center-based early childhood education programs
Shyness, child-teacher relationships, and socio-emotional adjustment in a sample of Italian preschool-aged children
Teacher-child relationships and behavioral adjustment: Transactional links for preschool boys at risk
Preschool-age problem behavior and teacher-child conflict in school: Direct and moderation effects by preschool organization
Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
Promoting successful transitions to kindergarten: An early intervention for behaviorally at-risk children from Head Start preschools
Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
Associations of preschool type and teacher-child relational quality with young children's social-emotional competence
Quality of childcare influences children's attentiveness and emotional regulation at school entry
The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities
Assessing learning behaviors in early childhood special education classrooms
Supporting preschool children with developmental concerns: Effects of the Getting Ready intervention on school-based social competencies and relationships
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Parent engagement in early care and education settings: Relationship with engagement practices and child, parent, and centre characteristics
Relating early care and education quality to preschool outcomes: The same or different models for different outcomes?
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Interactions and relationships between kindergarten teachers and English language learners
Teachers' perceptions of teacher-child relationships: Links with children's observed interactions
Is good fit related to good behaviour?: Goodness of fit between daycare teacher-child relationships, temperament, and prosocial behavior
Latent national subpopulations of early education classroom disengagement of children from underresourced families
Social and emotional learning services and child outcomes in third grade: Evidence from a cohort of Head Start participants
The influence of English proficiency on social adjustment in preschool English language learners
Enriching preschool classrooms and home visits with evidence-based programming: Sustained benefits for low-income children
The classroom relational environment and children's early development in preschool
Impacts of social-emotional curricula on three-year-olds: Exploratory findings from the Head Start CARES demonstration
Emotional support consistency and teacher-child relationships forecast social competence and problem behaviors in prekindergarten and kindergarten
Gender as a moderator of the association between teacher-child relationship and social skills in preschool
Spanish-speaking preschoolers’ effortful control and their English vocabulary and letter-word skills
Teacher child relationships: Examining the relations among children's risks, relationships, and externalizing behaviors in Head Start
Beyond the classroom: The protective role of student–teacher relationships on parenting stress
Longitudinal associations between externalizing problems and student-teacher relationship quality for young children with ASD
Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality
Effect of a trauma-awareness course on teachers' perceptions of conflict with preschool-aged children from low-income urban households: A cluster randomized clinical trial
Reliability and validity of a measure of preschool teachers' attributions for disruptive behavior
Child-related factors that influence teacher-child relationships using an Australian national sample
Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms
The randomized controlled trial of Head Start REDI: Sustained effects on developmental trajectories of social-emotional functioning
Children's preschool classroom experiences and associations with early elementary special education referral
Banking Time in Head Start: Effectiveness of an intervention designed to promote supportive teacher-child relationships
Relationships as malleable factors for children’s social-behavioral skills from preschool to grade 1: A longitudinal analysis
Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
Preschool and child-care expulsion: Is it elevated for autistic children?
Teachers' and children's differing views on relationships and their associations with academic outcomes
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Psychometric properties of a parent- and teacher-report measure for autistic children: Parent-Teacher Relationship Quality Scale (PTRQS)
Teacher-child racial/ethnic match from prekindergarten through first grade: Understanding early exposure and outcomes
The role of teacher–child relationship quality in Black and Latino boys’ positive development
Exploring variability in social and behavioral adjustment among children in Head Start experiencing homelessness
Teacher-child racial congruence and young children's preschool adjustment
A new look at teacher interactional quality: Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
Sustained effects of a school readiness intervention: 5th grade outcomes of the Head Start REDI program
Examining associations among provider-family relationships, provider coping strategies, and family child care providers’ relationships with children
An instrumental variable approach for Head Start attendance on low income children
Transition practices of rural pre-k and kindergarten teachers and their relations to children’s academic and social skills
Head Start’s impact on long-term school success: Assessing variation across latent classes of family risk
The relations between teacher-child relationships in preschool and children's outcomes in kindergarten
Associations between parent-teacher and teacher-child relationships and children’s socioemotional functioning
Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings
Effectiveness of Sesame Workshop's Little Children, Big Challenges: A digital media SEL intervention for preschool classrooms
Preschool teacher-child relationships and children’s expressive vocabulary skills: The potential mediating role of profiles of children’s engagement in the classroom
Patterns of children's readiness at school entry and their association with kindergarten academic and social-emotional outcomes: Do classroom interactions matter?
Predictors of preschoolers’ classroom engagement: Teacher–child interactions, teacher–child relationships, and child’s self-control
Early childhood professionals and the COVID-19 pandemic: A look at well-being, job satisfaction, and self-efficacy
Longitudinal relations among teacher-student closeness, cognitive flexibility, intrinsic reading motivation, and reading achievement
Early educators' perceptions of behavior
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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