Journal article
Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method
School psychology review, Vol.47(3), pp.226-243
09/01/2018
DOI: 10.17105/SPR-2017-0025.V47-3
Abstract
Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish-maintain-restore (EMR) method for improving teacher-student relationships and students' classroom behavior while providing elementary teachers with structured professional development and follow-up support. A matched randomized design with a sample of fourth- and fifth-grade teachers and students was used to investigate whether the EMR method produced significant improvements in teacher-student relationships and student outcomes using hierarchical linear modeling to account for nesting at the classroom level. Results indicated that the EMR method was associated with significant improvements in teacher-reported teacher-student relationships as well as improvements in observed indices of students' classroom behavior (academic engaged time and disruptive behavior). Findings also revealed that teacher-reported changes in teacher-student relationships were significantly associated with moderate changes in student classroom behavior. The implications of this study for school-based universal prevention and directions for future research are discussed.
Details
- Title: Subtitle
- Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method
- Creators
- Clayton R. Cook - University of MinnesotaSusanna CocoYanchen Zhang - University of MinnesotaAria E. Fiat - University of MinnesotaMylien T. Duong - University of WashingtonTyler L. Renshaw - Louisiana State UniversityAnna C. Long - Louisiana State UniversitySophia Frank - University of Minnesota
- Resource Type
- Journal article
- Publication Details
- School psychology review, Vol.47(3), pp.226-243
- Publisher
- Taylor & Francis
- DOI
- 10.17105/SPR-2017-0025.V47-3
- ISSN
- 0279-6015
- eISSN
- 2372-966X
- Language
- English
- Date published
- 09/01/2018
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371282602771
Metrics
8 Record Views