Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
Source
| Early Education and… | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Kindergarten | 1 |
| Preschool Education | 1 |
Audience
Location
| California | 1 |
| Georgia | 1 |
| Illinois | 1 |
| Kentucky | 1 |
| Massachusetts | 1 |
| New Jersey | 1 |
| New York | 1 |
| Ohio | 1 |
| Texas | 1 |
| Washington | 1 |
| Wisconsin | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| Oral and Written Language… | 1 |
| Peabody Picture Vocabulary… | 1 |
| Woodcock Johnson Tests of… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkCurby, Timothy W.; Brock, Laura L.; Hamre, Bridget K. – Early Education and Development, 2013
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…
Descriptors: Teacher Student Relationship, Achievement Gains, Academic Achievement, Interpersonal Competence
