Classroom dynamics and children at risk: A followup

Learning Disability Quarterly

Volumn 24, Issue 2, 2001, Pages 75-83

  Montague, Marjorie ^a   Rinaldi, Claudia ^b  

^a UNIVERSITY OF MIAMI   (United States)

^b UNIVERSITY OF WISCONSIN WHITEWATER   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0035588092     PISSN: 07319487     EISSN: None     Source Type: Journal    
DOI: 10.2307/1511063     Document Type: Article

References (39)

1. Ames, C. (1992). Classroooms: Goals, structures, and student motivation. Journal of Educational Psychology, 85, 377-384.
2. Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. Elementary School Journal, 100, 57-70.
3. Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship. Developmental Psychology, 34, 934-946.
4. Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35, 61-80.
5. Brady, M. P., Swank, P. R., Taylor, R. D., & Freiberg, J. (1992). Teacher interactions in mainstream social studies and science classes. Exceptional Children, 58, 530-540.
6. Brattensani, K., Weinstein, R., & Marshall, H. (1984). Student perceptions of differential teacher treatment as a moderator of teacher expectation efforts. Journal of Educational Psychology, 76, 236-247.
7. Brophy, J. (1986). Teacher influences of student achievement. American Psychologist, 41, 1069-1077.
8. Coie, J. D., & Kupersmidt, J. B. (1983). A behavioral analysis of emerging social status in boys' groups. Child Development, 54, 1400-1416.
9. Denham, S. A., & Holt, R. W. (1993). Preschoolers' likability as a cause or consequence of their social behavior. Developmental Psychology, 29, 271-275.
10. DeRosier, M. E., Kupersmidt, J. B., & Patterson, C. J. (1994). Children's academic and behavioral adjustment as a function of the chronicity and proximity of peer rejection. Child Development, 65, 1799-1813.
11. Dodge, K. A. (1983). Behavioral antecedents of peer social status. Child Development, 54, 1386-1399.
12. Gallimore, R., & Tharp, R. (1990). Teaching mind in society: Teaching, schooling, and literate discourse. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 175-205). Cambridge: Cambridge University Press.
13. Good, T., & Brophy, J. (1972). Behavioral expression of teacher attitudes. Journal of Educational Psychology, 63, 617-624.
14. Greene, R. W. (1995). Students with ADHD in school classrooms: Teacher factors related to compatibility, assessment, and intervention. School Psychology Review, 24, 81-93.
15. Greenwood, C. R. (1991). Longitudinal analysis of time, engagement, and achievement in at-risk versus non-risk students. Exceptional Children, 45, 521-535.
16. Gresham, F. (1982). Social interactions as predictors of children's likability and friendship patterns: A multiple regression analysis. Journal of Behavioral Assessment, 4, 39-53.
17. Howes, C., Hamilton, C. E., & Matheson, C. C. (1994). Children's relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 264-273.
18. Irvine, J. (1986). Teacher-student interactions: Effects of student race, sex, and grade level. Journal of Educational Psychology, 78, 14-21.
19. Itskowitz, R., Navon, R., & Strauss, M. (1988). Teachers' accuracy in evaluating students' self-image: Effect of perceived closeness. Journal of Educational Psychology, 80, 337-341.
20. Jack, S. L., Shores, R. E., Denny, R. K., & Gunter, P. L. (1996). An analysis of the relationship of teachers' reported use of classroom management strategies on types of classroom interactions. Journal of Behavioral Education, 6, 67-87.
21. Jussim, L. (1991). Grades may affect more than performance: Comment on Wentzel (1989). Journal of Educational Psychology, 83, 153-155.
22. Kennedy, E. (1997). A study of students' fears of seeking academic help from teachers. Journal of Classroom Interaction, 32, 11-17.
23. Kraker, M. J. (2000). Classroom discourse: Teaching, learning, and learning disabilities. Teaching and Teacher Education, 16, 295-313.
24. Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of influence. Child Development, 70, 1373-1400.
25. Ladd, G. W., Price. J. M., & Hart, C. H. (1988). Predicting preschoolers' peer status from their playground behaviors. Child Development, 59, 986-992.
26. Lago-Dellelo, E. (1998). Classroom dynamics and the development of serious emotional disturbance. Exceptional Children, 64, 479-492.
27. McKinney, J. D., Montague, M., & Hocutt, A. M. (1998). Systematic screening children at risk for developing SED: Initial results from a prevention project. 10th Annual Research Conference Proceedings (pp. 271-276). Tampa, FL: The Research and Training Center for Children's Mental Health.
28. McKinney, J. D., & Speece, D. (1983). Classroom behavior and the academic progress of learning disabled students. Journal of Applied Developmental Psychology, 4, 149-161.
29. Nelson, J. R., & Roberts, M. L. (2000). Ongoing reciprocal: Teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27-37.
30. Pianta, R. C., Steinberg, M., & Rollins, K. (1995). The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment. Development and Psychopathology, 7, 295-312.
31. Rubin, K. H., & Asendorph, J. B. (Eds.). (1993). Social withdrawal, inhibition, and shyness in childhood. Hillsdale, NJ: Erlbaum.
32. Safran, S., & Safran, J. (1985). Classroom context and teachers' perceptions of problem behaviors. Journal of Educational Psychology, 77, 20-28.
33. Shapiro, S. (1993). Strategies that create a positive classroom climate. The Clearing House, 67, 91-97.
34. Simonson, T. A., & Strein, W. (1997). The effects of teachers' verbal behaviors on kindergartners' perceptions of competence. Psychology in the Schools, 34, 363-371.
35. Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
36. Walker, H. M., & Severson, H. H. (1992). Systematic screening for behavior disorders: Technical manual. Longmont, CO: Sopris West.
37. Weinstein, R. S., Madison, S., & Kuklinski, M. (1995). Raising expectations in schooling: Obstacles and opportunities for change. American Educational Research Journal, 32, 121-159.
38. Weinstein, R. S., Marshall, H. H., Sharp, L., & Botkin, M. (1987). Pygmalion and the student: Age and classroom differences in children's awareness of teacher expectations. Child Development, 58, 1079-1093.
39. White, K. J., Jones, K., & Sherman, M. D. (1998). Reputation information and teacher feedback: Their influences on children's perceptions of behavior problem peers. Journal of Social and Clinical Psychology, 17, 11-37.