Rural Classroom Environments as Contexts for Teacher-Child Relationships

Autor/inn/en	Varghese, Cheryl; Vernon-Feagans, Lynne; Bratsch-Hines, Mary
Titel	Rural Classroom Environments as Contexts for Teacher-Child Relationships
Quelle	In: Journal of Educational Research, 112 (2019) 3, S.411-420 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1545214
Schlagwörter	Teacher Student Relationship; Classroom Techniques; Correlation; Elementary School Teachers; Elementary School Students; Kindergarten; Grade 1; Rural Schools; Reading Difficulties; Conflict; Gender Differences; Teacher Characteristics; Student Characteristics; Classroom Environment; School Districts; Reading Tests; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Reading difficulty; Leseschwierigkeit; Konflikt; Geschlechterkonflikt; Klassenklima; Unterrichtsklima; School district; Schulbezirk; Lesetest
Abstract	The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01