According to Gage et al (2018) In this study, we looked at how often teachers used
research-based strategies for managing the classroom and whether there was a
connection between the usage of those strategies and the amount of time that students
spent learning and the frequency of disruptions. From 1,242 teacher–student dyads in
65 elementary schools, we identified four groups of teachers using latent class analysis.
Of these, one group of teachers had extremely low rates of using classroom control
techniques
Reference
Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between
teachers’ implementation of classroom management practices and student behavior in
elementary school. Behavioral disorders, 43(2), 302-315.
Reference
According to Duong et al (2019) The Establish-Maintain-Restore (EMR) model was
piloted in this study to see whether it could improve middle school teachers' ability to
form relationships with their students
Reference
Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K., Benjamin, K. S., Nguyen, L., &
Cook, C. R. (2019). Brief teacher training improves student behavior and student–
teacher relationships in middle school. School Psychology, 34(2), 212.
According to Lozier et al (2014) This study's findings corroborate previous research
showing that proactive aggressiveness is mediated by CU traits and that the amygdala
mediates the association between CU traits and responses to scared facial expressions,
which are related with externalizing behaviors in various ways.
Reference
Lozier, L. M., Cardinale, E. M., VanMeter, J. W., & Marsh, A. A. (2014). Mediation of the
relationship between callous-unemotional traits and proactive aggression by amygdala
response to fear among children with conduct problems. JAMA psychiatry, 71(6),
627-636.
According to Garcia et al (2014) Empirical studies have found a positive relationship of
EI with social function and a negative one with conflicts in social relationships. The
purpose of this study was to systematically review available evidence on the
relationship between EI and aggression.
Reference
García-Sancho, E., Salguero, J. M., & Fernández-Berrocal, P. (2014). Relationship between
emotional intelligence and aggression: A systematic review. Aggression and violent
behavior, 19(5), 584-591.
According to Claessens et al (2017) The writers share their perspectives as educators on
the positive and negative interpersonal situations they've had with students. Interview
data from 28 teachers were examined by coding utterances on teacher and student
interactions. Results indicate that teachers defined the quality of the relationship mostly
by the level of communion (friendly vs. hostile), instead of by the level of agency (in
control vs. powerless). Analyses of mentioned teacher and student behavior show a
friendly interactional pattern for positive relationships and a hostile pattern for
problematic ones.
Reference
Claessens, L. C., van Tartwijk, J., van der Want, A. C., Pennings, H. J., Verloop, N., den
Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the
classroom, problematic ones stay inside. The Journal of Educational Research, 110(5),
478-493.
According to Childs et al (2016) In order to address the social and emotional needs of
every student, over 21,000 schools nationwide have implemented school-wide positive
behavior interventions and supports, also known as SWPBIS. Data from numerous
studies and state projects’ evaluation reports point to the impact of SWPBIS on student
outcomes (office discipline referrals [ODRs], in-school suspensions [ISSs], out-of-school
suspensions [OSSs]) and the possible relationship between implementation fidelity and
those student outcomes.
Reference
Childs, K. E., Kincaid, D., George, H. P., & Gage, N. A. (2016). The relationship between
school-wide implementation of positive behavior intervention and supports and student
discipline outcomes. Journal of Positive Behavior Interventions, 18(2), 89-99
According to Quin, D. (2017) This systematic review looked at a number of measures of
teenage students' involvement in the classroom and how they related to teacher-student
relationships (TSRs). Seven databases related to social sciences, psychology, and
education were thoroughly searched.
Reference
Quin, D. (2017). Longitudinal and contextual associations between teacher–student
relationships and student engagement: A systematic review. Review of educational
research, 87(2), 345-387.
According to Hatfield, B.& William, A.P. (2017) Children at daycare may be more prone to
have abnormal cortisol patterns, and these relationships are crucial for the development
of children's stress response system. Warm, encouraging connections with instructors,
however, may mitigate these detrimental consequences of daycare. It is unknown if
relationship-focused early childhood therapies are associated with changes in children's
stress response systems, despite the fact that many of them show improvements in
behavior.
Reference
Hatfield, B. E., & Williford, A. P. (2017). Cortisol patterns for young children displaying
disruptive behavior: Links to a teacher-child, relationship-focused
intervention. Prevention Science, 18(1), 40-49.
According to Rucinski et al (2018) The goal of the current study is to determine whether,
over the course of a school year, the quality of the emotional environment in the
classroom influences the correlations between academic and social-emotional results
for children and the quality of the teacher-child relationship as viewed by both parties.
35 teachers and 526 children in grades 3–5 from six urban public elementary schools
participated
Reference
Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships,
classroom climate, and children’s social-emotional and academic development. Journal
of educational psychology, 110(7), 992.
According to Chernyak-Hai, L., & Tziner, A.(2014) The findings confirmed the
assumptions and showed a negative correlation between CWB, general and ethical
climates, and perceived organizational distributive justice. Significantly, it was
discovered that the association between counterproductive work behavior and perceived
distributional justice and organizational ethical environment, respectively, was
moderated by the employee's occupational level and the quality of the leader-member
exchange.
Reference
Chernyak-Hai, L., & Tziner, A. (2014). Relationships between counterproductive work
behavior, perceived justice and climate, occupational status, and leader-member
exchange. Revista de Psicología del Trabajo y de las Organizaciones, 30(1), 1-12.
