References
- Aasheim, M., Drugli, M., Reedtz, C., Handegård, B. H., & Martinussen, M. (2018). Change in teacher–student relationships and parent involvement after implementation of the incredible years teacher classroom management programme in a regular Norwegian school setting. British Educational Research Journal, 44(6), 1064–1083. h ttps://d oi-org.libproxy.unl.edu/1 0.1002/berj.3479
- Acar, I. H., Kutaka, T. S., Rudasill, K. M., Torquati, J. C., Coplan, R. J., & Yıldız, S. (2020). Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Current Psychology, 39, 1–15. https://doi.org/http://doi.org/10.1007/s12144-018-9901-z
- Acar, I. H., Torquati, J. C., Garcia, A., & Ren, L. (2018). Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk. Merrill-Palmer Quarterly, 64(2), 248–274. https://doi.org/https://doi.org/10.13110/merrpalmquar
- Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7), 952–973. https://doi.org/https://doi.org/10.1037/edu0000255
- Barger, M. M., Kim, E. M., Kuncel, N. R., & Pomerantz, E. M. (2019). The relation between parents’ involvement in children’s schooling and children’s adjustment: A meta-analysis. Psychological Bulletin, 145(9), 855–890. h ttps://d oi-org.libproxy.unl.edu/1 0.1037/bul0000201.supp
- Bierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., McMahon, R., & Pinderhughes, E. (2013). School outcomes of aggressive-disruptive children: Prediction from kindergarten risk factors and impact of the Fast Track prevention program. Aggressive Behavior, 39(2), 114–130. https://doi.org/https://doi.org/10.1002/ab.21467
- Bobbitt, K. C., & Gershoff, E. T. (2016). Chaotic experiences and low-income children’s social-emotional development. Children and Youth Services Review, 70, 19–29. https://doi.org/https://doi.org/10.1016/j.childyouth.2016.09.006
- Bosman, R. J., Roorda, D. L., van der Veen, I., & Koomen, M. Y. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of School Psychology, 68, 177–194. https://doi.org/https://doi.org/10.1016/j.jsp.2018.03.006
- Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844–850. https://doi.org/https://doi.org/10.1037/0003-066X.34.10.844
- Buchanan, R., & Clark, M. (2017). Understanding parent–school communication for students with emotional and behavioral disorders. The Open Family Studies Journal, 9(Suppl 1 M5), 122–131. https://doi.org/https://doi.org/10.2174/1874922401709010122
- Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2015). Classroom interactions, dyadic teacher–child relationships, and self–regulation in socially disadvantaged young children. Journal of Abnormal Child Psychology, 44(1), 7–17. https://doi.org/https://doi.org/10.1007/s10802-015-0060-5
- Cave, L., Cooper, M. N., Zubrick, S. R., & Shepherd, C. C. J. (2020). Racial discrimination and child and adolescent health in longitudinal studies: A systematic review. Social Science & Medicine, 250, 112864. https://doi.org/https://doi.org/10.1016/j.socscimed.2020.112864
- Christenson, S. L. (2003). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Quarterly, 18(4), 454–482. https://doi.org/https://doi.org/10.1521/scpq.18.4.454.26995
- Creavey, K. L., Gatzke-Kopp, L. M., & Fosco, G. M. (2018). Differential effects of family stress exposure and harsh parental discipline on child social competence. Journal of Child and Family Studies, 27(2), 483–493. https://doi.org/https://doi.org/10.1007/s10826-017-0913-3
- Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., & Clarke-Stewart, K. A. (2010). Instruction, teacher-student relations, math achievement trajectories in elementary school. Journal of Educational Psychology, 102(2), 407–417. h ttps://d oi-org.libproxy.unl.edu/1 0.1037/a0017762
- Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/https://doi.org/10.1007/s10643-012-0504-2
- Driscoll, K. C., & Pianta, R. C. (2010). Banking time in head start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. Early Education and Development, 21(1), 38–64. h ttps://d oi-org.libproxy.unl.edu/1 0.1080/10409280802657449
- Elicker, J., Wen, X., Kwon, K.-A., & Sprague, J. B. (2013). Early head start relationships: Associations with program outcomes. Early Education & Development, 24(4), 491_516. https://doi.org/https://doi.org/10.1080/10409289.2012.695519
- Gillanders, C., Iruka, I., Bagwell, C., Morgan, J., & García, S. (2014). Home and school partnerships: Raising children together. In S. Ritchie & L. Gutmann (Eds.), FirstSchool: Transforming preK–3rd grade for African American, Latino, and low-income children. Teachers College Press.
- Gilliam, W. S. (2016, September). Early childhood expulsions and suspensions undermine our nation’s most promising agent of opportunity and social justice. Robert Wood Johnson Foundation. (Issue Brief). http://themoriahgroup.com/wp-content/uploads/2018/05/early-childhood-expulsions-and-suspensions.pdf
- Gonzales-Ball, T. L., & Bratton, S. C. (2019). Child–teacher relationship training as a Head Start early mental health intervention for children exhibiting disruptive behavior. International Journal of Play Therapy, 28(1), 44–45. https://doi.org/https://doi.org/10.1037/pla0000081
- Grace, M., & Gerdes, A. C. (2019). Parent-teacher relationships and parental involvement in education in Latino families. Contemporary School Psychology, 23(4), 444–454. https://doi.org/https://doi.org/10.1007/s40688-018-00218-9
- Gresham, F. M., & Elliott, S. N. (2008). Social skills improvement system rating scales manual. NCS Pearson.
- Gresham, F. M., Elliott, S. N., Cook, C. R., Vance, M. J., & Kettler, R. (2010). Cross-informant agreement for ratings for social skill and problem behavior ratings: An investigation of the social skills improvement system-rating scales. Psychological Assessment, 22(1), 157–166. h ttps://d oi-org.libproxy.unl.edu/1 0.1037/a0018124
- Gresham, F. M., Elliott, S. N., Metallo, S., Byrd, S., Wilson, E., & Cassidy, K. (2018). Cross‐informant agreement of children’s social‐emotional skills: An investigation of ratings by teachers, parents, and students from a nationally representative sample. Psychology in the Schools, 55(2), 208–223. h ttps://d oi-org.libproxy.unl.edu/1 0.1002/pits.22101
- Grimm, K. J., Steele, J. S., Mashburn, A. J., Burchinal, M., & Pianta, R. C. (2010). Early behavioral associations of achievement trajectories. Developmental Psychology, 46(5), 976–983. https://doi.org/https://doi.org/10.1037/a0018878
- Hajovsky, D. B., Mason, B. A., & McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of School Psychology, 63, 119–133. https://doi.org/http://dx.doi.org/10.1016/j.jsp.2017.04.001
- Hill, N. (2015). Family-school relationships during adolescence: Clarifying goals, broadening conceptualizations, and deepening impact. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: Processes and pathways of family–school partnerships (Vol. 2). Springer.
- Hilppö, J., Lipponen, L., Kumpulainen, K., & Rainio, A. (2016). Children’s sense of agency in preschool: A sociocultural investigation. International Journal of Early Years Education, 24(2), 157–171. https://doi.org/https://doi.org/10.1080/09669760.2016.1167676
- Hughes, J., & Kwok, O. (2007). Influence of student-teacher and parent-teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99(1), 39–51. https://doi.org/https://doi.org/10.1037/0022-0663.99.1.39
- Hughes, J. N., & Im, M. H. (2016). Teacher–student relationship and peer disliking and liking across grades 1-4. Child Development, 87(2), 593–611. https://doi.org/https://doi.org/10.1111/cdev.12477
- Jaffari-Bimmel, N., Juffer, F., van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., & Mooijaart, A. (2006). Social development from infancy to adolescence: Longitudinal and concurrent factors in an adoption sample. Developmental Psychology, 42(6), 1143–1153. https://doi.org/https://doi.org/10.1037/0012-1649.42.6.1143
- Kwon, K., Kim, E., & Sheridan, S. (2012). Behavioral competence and academic functioning among early elementary children with externalizing problems. School Psychology Review, 41(2), 123–140. https://doi.org/https://doi.org/10.1080/02796015.2012.12087516
- Lee, P., & Bierman, K. L. (2015). Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students. Merrill-Palmer Quarterly, 61(3), 383–411. https://doi.org/https://doi.org/10.13110/merrpalmquar1982.61.3.0383
- Maldonado-Carreño, C., & Votruba-Drzal, E. (2011). Teacher-child relationships and the development of academic and behavioral skills during elementary school: A within- and between-child analysis. Child Development, 82(2), 601–616. https://doi.org/https://doi.org/10.1111/j.1467-8624.2010.01533.x
- Marengo, D., Jungert, T., Iotti, N. O., Settanni, M., Thornberg, R., & Longobardi, C. (2018). Conflictual student–teacher relationship, emotional and behavioral problems, prosocial behavior, and their associations with bullies, victims, and bullies/victims. Educational Psychology, 38(9), 1201–1217. https://doi.org/https://doi.org/10.1080/01443410.2018.1481199
- McClelland, M., Acock, A., & Morrison, F. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471–490. https://doi.org/https://doi.org/10.1016/j.ecresq.2006.09.003
- McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of School Psychology, 51(5), 611–624. https://doi.org/https://doi.org/10.1016/j.jsp.2013.05.001
- McWayne, C. M., Green, L. E., & Fantuzzo, J. W. (2009). A variable-and person-oriented investigation of preschool competencies and Head Start children’s transition to kindergarten and first grade. Applied Developmental Science, 13(1), 1–15. https://doi.org/https://doi.org/10.1080/10888690802606719
- Moen, A. L., Sheridan, S. M., Schumacher, R. E., & Cheng, K. C. (2019). Early childhood student-teacher relationships: What is the role of classroom climate for children who are disadvantaged?. Early Childhood Education Journal, 47(3), 331–341. https://doi.org/https://doi.org/10.1007/s10643-019-00931-x
- Nzinga-Johnson, S., Baker, J. A., & Aupperlee, J. (2009). Teacher-parent relationships and school involvement among racially and ethnically diverse parents of kindergartners. The Elementary School Journal, 110(1), 81–91. https://doi.org/https://doi.org/10.1086/598844
- O’Connor, E. E., Collins, B. A., & Supplee, L. (2012). Behavior problems in late childhood: The roles of early maternal attachment and teacher-child relationship trajectories. Attachment & Human Development, 14(3), 265–288. https://doi.org/https://doi.org/10.1080/14616734.2012.672280
- Pianta, R. C. (2001). Student-teacher relationship scale: Professional manual. Psychological Assessment Resources.
- Powell, D. R., Son, S. H., File, N., & San Juan, R. R. (2010). Parent–school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https://doi.org/https://doi.org/10.1016/j.jsp.2010.03.002
- Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21(5), 491–511. https://doi.org/https://doi.org/10.1016/S0193-3973(00)00051-4
- Rimm-Kaufman, S. E., Pianta, R. C., & Cox, M. J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15(2), 147–166. https://doi.org/https://doi.org/10.1016/S0885-2006(00)00049-1
- Rucinski, C. L., Brown, J. L., & Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992–1004. https://doi.org/https://doi.org/10.1037/edu0000240
- Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231. https://doi.org/https://doi.org/10.1080/14616734.2012.672262
- Santiago, R. T., Garbacz, S. A., Beattie, T., & Moore, C. L. (2016). Parent-teacher relationships in elementary school: An examination of parent-teacher trust. Psychology in the Schools, 53(10), 1003–1017. https://doi.org/https://doi.org/10.1002/pits.21971
- SAS Institute Inc. (2015). SAS/STAT® 14.1 user’s guide.
- Schneider, M. (2006). New classificatory scheme for locale codes. National Center for Education Statistics.
- Serpell, Z. N., & Mashburn, A. J. (2012). Family–school connectedness and children’s early social development. Social Development, 21(1), 21–46. https://doi.org/https://doi.org/10.1111/j.1467-9507.2011.00623.x
- Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent–teacher relationship. School Psychology Review, 41(1), 23–46. https://doi.org/https://doi.org/10.1080/02796015.2012.12087374
- Sheridan, S. M., Clarke, B. L., Knoche, L. L., & Edwards, C. P. (2006). The effects of conjoint behavioral consultation in early childhood settings. Early Education and Development, 17(4), 593–618. https://doi.org/https://doi.org/10.1207/s15566935eed1704_5
- Sheridan, S. M., Knoche, L. L., Boise, C. E., Moen, A. L., Lester, H., Edwards, C. P., Schumacher, R., & Cheng, K. (2019). Supporting preschool children with developmental concerns: Effects of the getting ready intervention on school-based social competencies and relationships. Early Childhood Research Quarterly, 48(3), 303–316. https://doi.org/https://doi.org/10.1016/j.ecresq.2019.03.008
- Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51(6), 717–733. https://doi.org/https://doi.org/10.1016/j.jsp.2013.09.003
- Sheridan, S. M., Witte, A. L., Holmes, S. R., Coutts, M. J., Dent, A. L., Kunz, G. M., & Wu, C. (2017). A randomized trial examining the effects of conjoint behavioral consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship. Journal of School Psychology, 61, 33–53. https://doi.org/https://doi.org/10.1016/j.jsp.2016.12.002
- Skalická, V., Stenseng, F., & Wichstrøm, L. (2015). Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior: A three-wave longitudinal study from preschool to third grade. International Journal of Behavioral Development, 39(5), 413–425. https://doi.org/https://doi.org/10.1177/0165025415584187
- Spilt, J. L., Hughes, J. N., Wu, J.-Y., & Kwok, O.-M. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 1180–1195. https://doi.org/https://doi.org/10.1111/j.1467-8624.2012.01761.x
- Thijs, J., Koomen, H., Roorda, D., & ten Hagen, J. (2011). Explaining teacher–student interactions in early childhood: An interpersonal theoretical approach. Journal of Applied Developmental Psychology, 32(1), 34–43. https://doi.org/https://doi.org/10.1016/j.appdev.2010.10.002
- Turney, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged?. The Journal of Educational Research, 102(4), 257–271. https://doi.org/https://doi.org/10.3200/JOER.102.4.257-271
- Véronneau, M., Vitaro, F., Pedersen, S., & Tremblay, R. E. (2008). Do peers contribute to the likelihood of secondary school graduation among disadvantaged boys?. Journal of Educational Psychology, 100(2), 429–442. https://doi.org/https://doi.org/10.1037/0022-0663.100.2.429
- Vickers, H. S., & Minke, K. M. (1995). Exploring parent-teacher relationships: Joining and communication to others. School Psychology Quarterly, 10(2), 133–150. https://doi.org/https://doi.org/10.1037/h0088300
- Welchons, L. W., & McIntyre, L. L. (2017). The transition to kindergarten: Predicting socio-behavioral outcomes for children with and without disabilities. Early Childhood Education Journal, 45(1), 83–93. https://doi.org/https://doi.org/10.1007/s10643-015-0757-7
- Wildenger, L. K., & McIntyre, L. L. (2012). Investigating the relation between kindergarten preparation and child socio-behavioral school outcomes. Early Childhood Education Journal, 40(3), 169–176. https://doi.org/https://doi.org/10.1007/s10643-012-0509-x
- Wood, J., Cowan, P., & Baker, B. (2002). Behavior problems and peer rejection in preschool boys and girls. The Journal of Genetic Psychology, 163(1), 72–88. https://doi.org/https://doi.org/10.1080/00221320209597969
- Zakszeski, B., Hojnoski, R. L., Dever, B. V., DuPaul, G. J., & McClelland, M. M. (2020). Early elementary trajectories of classroom behavior self-regulation: Prediction by student characteristics and malleable contextual factors. School Psychology Review, 49(2), 161–177. https://doi.org/https://doi.org/10.1080/2372966X.2020.1717373