期刊
ATTACHMENT & HUMAN DEVELOPMENT
卷 14, 期 3, 页码 319-327出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/14616734.2012.672288
关键词
teacher-student relationships; teacher professional development; developmental mechanisms; developmental systems theory; behavioral and academic adjustment
资金
- NICHD NIH HHS [HD 39367, R01 HD039367, R01 HD039367-10] Funding Source: Medline
This commentary highlights the ways in which the articles in this special issue contribute to the second generation of research on teacher-student relationships. Second generation research aims to increase our understanding of the development of these relationships, and the processes responsible for their effects, as well as to evaluate theoretically-informed interventions designed to enhance teacher-student interactions. Despite unanswered questions and challenges that confront this field of inquiry, the current state of knowledge is adequate to apply the knowledge gained to the task of increasing teachers' abilities to provide positive social and emotional learning environments, thereby improving students' learning and behavioral adjustment.
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