Correction

This article refers to:

Rural classroom environments as contexts for teacher-child relationships

Article title: Rural classroom environments as contexts for teacher-child relationships

Authors: Cheryl Varghese, Lynne Vernon-Feagans, and Mary Bratsch-Hines

Journal: The Journal of Educational Research

Bibliometrics: Volume 112, Number 3, pages 411–420, 2019

DOI: https://doi.org/10.1080/00220671.2018.1545214

When the article was first published online, Tables 1–4 were published based on a sample size that has changed. The tables have been corrected to reflect the correct sample and published online.

The corrected version of tables is as follows:

Table 1. Descriptive information for student sample (N = 390).

	N	Mean	SD	Range
Control variables
Child race (0 = White, 1 = non-White)	385	0.57	0.50	0.00	1.00
Family socioeconomic status	384	−0.02	0.92	−1.94	2.60
Maternal education
No high school diploma	88	0.23
High school diploma	90	0.24
Associate’s degree	149	0.39
Bachelor’s degree	52	0.14
Family income
<= $20,000	197	0.55
$20,001–$40,000	87	0.24
$40,001–$60,000	34	0.10
$60,001–$80,000	18	0.05
> $80,000	21	0.06
Moderators
Struggling status (0 = non-struggling, 1 = struggling)	390	0.51	0.50	0.00	1.00
Child gender (0 = female, 1 = male)	390	0.51	0.50	0.00	1.00
Spring scores
STRS conflict	357	1.67	0.91	1.00	5.00
STRS closeness	357	4.23	0.70	1.50	5.00

Note: STRS = Student-Teacher Relationship Scale (Pianta, 2001).

Table 2. Descriptive information for teacher sample (N = 45).

	N	% or M	SD	Range
Grade taught (0 = kindergarten, 1 = first grade)	44	0.41	0.50	0.00	1.00
Teacher education (0 = BA, 1 = Masters or above)	44	0.34	0.46	0.00	1.00
Teacher experience (5 years or above)	44	0.63	0.48	0.00	1.00
Teacher race (0 = White, 1 = Black)	43	0.26	0.44	0.00	1.00
Instructional support (CLASS)	44	2.50	0.74	1.00	4.00
Predictor of interest
Classroom management (CLASS)	44	5.04	0.83	2.27	6.33

Note: BA = Bachelor’s degree. CLASS = Classroom Assessment Scoring System (Pianta et al., 2007); Classroom management = composite score of Emotional Support and Classroom Organization from the CLASS.

Table 3. Correlation matrix for model variables (N = 423).

Variable	1	2	3	4
1. Struggling reader status	–
2. Child gender	0.10	–
3. STRS conflict	0.09	0.21***	–
4. STRS closeness	−0.14**	−0.21***	−0.44***	–
5. Classroom management (CLASS)	0.01	−0.05	−0.22***	0.02

CLASS = Classroom Assessment Scoring System (Pianta et al., 2007); Classroom management = composite score of Emotional Support and Classroom Organization from the CLASS.

Table 4. Multilevel models for STRS conflict and closeness (n = 423).

	STRS conflict		STRS closeness
	B	SE	B	SE
Model 1 – Main associations
Intercept	1.67	0.08	4.21	0.07
Child race (0 = White, 1 = non-White)	0.08	0.05	−0.03	0.04
Family SES	−0.06	0.05	0.08	0.04
Struggling status (0 = non-struggling, 1 = struggling)	0.08	0.04	−0.08*	0.03
Child gender (0 = female, 1 = male)	0.15***	0.05	−0.11***	0.03
Teacher education level	0.04	0.08	−0.09	0.07
Teacher experience	0.06	0.08	0.07	0.08
Instructional support (CLASS)	0.07	0.09	0.03	0.08
Classroom management (CLASS)	−0.25**	0.09	−0.02	0.08
Model 2 – Interaction terms
Classroom management × struggling status	−0.01	0.04	0.02	0.03
Classroom management × child gender	−0.12**	0.04	−0.01	0.03
Variance components
Level 2 (Classroom)	0.17**	0.06	0.16***	0.05
Residual	0.64***	0.05	0.34***	0.03

Note. *p < .05, **p < .01, ***p < .001. CLASS = Classroom Assessment Scoring System (Pianta et al., 2007); Classroom management = composite score of Emotional Support and Classroom Organization from the CLASS; STRS = Student-Teacher Relationship Scale (Pianta, 2001).

The article is also amended for the changes in the values. Please refer to the republished version for the corrected values.