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Gender as a Moderator of the Association between Teacher-Child Relationship and Social Skills in Preschool
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Mohamed, Ahmed H. H. – Early Child Development and Care, 2018
The purpose of this study was to examine whether gender would moderate the association between teacher--child relationship and children's social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of the teacher--child relationship (Student--Teacher Relationship Scale; STRS) and children's social skills (Social…
Descriptors: Teacher Student Relationship, Preschool Teachers, Preschool Children, Interpersonal Competence
Supporting Latinx Student Success via Family-School Partnerships: Preliminary Effects of Conjoint Behavioral Consultation on Student and Parent Outcomes
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Clarke, Brandy L.; Wheeler, Lorey A.; Sheridan, Susan M.; Witte, Amanda L.; Sommerhalder, Mackenzie S.; Svoboda, Elizabeth A. – Journal of Educational & Psychological Consultation, 2017
Latinx students are the largest ethnic minority school-age population, yet they have some of the lowest reading proficiency levels and highest rates of school dropout and experience significant unmet behavioral health needs. School-based interventions addressing behavioral challenges and parent engagement are recommended to support Latinx…
Descriptors: Hispanic American Students, Family School Relationship, Partnerships in Education, At Risk Students
Congruence in Parent-Teacher Relationships: The Role of Shared Perceptions
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Minke, Kathleen M.; Sheridan, Susan M.; Moorman Kim, Elizabeth; Ryoo, Ji Hoon; Koziol, Natalie A. – Elementary School Journal, 2014
Parental engagement is an important avenue for supporting student achievement. Positive relationships between parents and teachers are increasingly recognized as vital in this process. Most studies consider parents' and teachers' perceptions separately, and it is unknown whether shared perceptions of relationship quality matter with respect to…
Descriptors: Interpersonal Relationship, Parent Teacher Cooperation, Predictor Variables, Academic Achievement
Importance of Social Skills in the Elementary Grades
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Meier, Catherine R.; DiPerna, James C.; Oster, Maryjo M. – Education and Treatment of Children, 2006
This study explored elementary teachers' perceptions of the importance of social skills, as well as the stability of these perceptions over time. Importance ratings on the Social Skills Rating System (SSRS; Gresham & Elliott, 1990) were obtained from 50 elementary teachers (Grades 1-6) across six elementary schools. Results indicated that…
Descriptors: Interpersonal Competence, Elementary School Teachers, Teacher Attitudes, Rating Scales