Teachers play a large role in determining whether or not the classroom climate experienced by students is positive, especially through their visible emotional behaviors (i.e., neutral, positive, and negative emotional expressions). Research suggests that teachers make specific contributions to the classroom emotional climate in actions such as…

Problem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related…

This study examined relations between child-reported teacher emotional support, teaching practices, and children's task-persistent learning behaviour. The study was carried out in Estonia, where a students' first teacher advances with his/her students and teaches all primary subjects in the first 3 years of schooling. In total, 660 sixth-grade…

Achievement disparities between American Indian students and non-American Indian peers are persistent and well documented. Student engagement is a promising target for intervention given its relation to academic achievement. This study investigated the relation between specific teacher practices (opportunities to respond [OTRs], praise, and…

Teachers are often ill-prepared to manage classrooms in urban schools. In the present study, an empirically-based behavioral management strategy, the Good Behavior Game (Game), was investigated. The effects of the Game on student behavior and teacher response statements, including praise, were examined. A teacher with 22 students in a first grade…