Citations (10)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (3)
Gro Marte Strand. (2020) Supporting the transition to secondary school: The voices of lower secondary leaders and teachers. Educational Research 62:2, pages 129-145.
Read now
Read now
Joakim Caspersen & Finn Daniel Raaen. (2014) Novice teachers and how they cope. Teachers and Teaching 20:2, pages 189-211.
Read now
Read now
Melissa Newberry. (2013) Reconsidering differential behaviors: reflection and teacher judgment when forming classroom relationships. Teacher Development 17:2, pages 195-213.
Read now
Read now
Articles from other publishers (7)
Khofidotur Rofiah, Joanna Kossewska, Vivi Kurnia Herviani & Kieron Sheehy. (2023) POSTAWY NAUCZYCIELI WOBEC EDUKACJI WŁĄCZAJĄCEJ. PRZEGLĄD SYSTEMATYCZNY. Niepełnosprawność i Rehabilitacja 90:2, pages 69-91.
Crossref
Crossref
Akie Yada, Markku Leskinen, Hannu Savolainen & Susanne Schwab. (2022) Meta-analysis of the relationship between teachers’ self-efficacy and attitudes toward inclusive education. Teaching and Teacher Education 109, pages 103521.
Crossref
Crossref
Divya Jindal‐Snape, Elizabeth F. S. Hannah, Dianne Cantali, William Barlow & Stephen MacGillivray. (2020) Systematic literature review of primary‒secondary transitions: International research. Review of Education 8:2, pages 526-566.
Crossref
Crossref
Thomas Plouffe, Caroline Couture, Line Massé, Jean-Yves Bégin & Michel Rousseau. (2019) Intégration scolaire d’élèves présentant des difficultés d’ordre comportemental : liens entre attitude des enseignants, stress et qualité de la relation enseignant-élève. Revue de psychoéducation 48:1, pages 177-199.
Crossref
Crossref
Line Massé, Caroline Couture, Jean-Yves Bégin, Michel Rousseau & Thomas Plouffe-Leboeuf. (2019) Effets auprès d’enseignants du secondaire d’un modèle de consultation pour soutenir l’intégration scolaire d’élèves présentant des difficultés comportementales. Revue de psychoéducation 48:1, pages 89-116.
Crossref
Crossref
Jennifer LoCasale-Crouch, Faiza Jamil, Robert C. Pianta, Kathleen Moritz Rudasill & Jamie DeCoster. (2018) Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School. SAGE Open 8:3, pages 215824401879477.
Crossref
Crossref
Joakim Caspersen. (2013) The valuation of knowledge and normative reflection in teacher qualification. Teaching and Teacher Education 30, pages 109-119.
Crossref
Crossref