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Direct linkDuong, Mylien T.; Pullmann, Michael D.; Buntain-Ricklefs, Joanne; Lee, Kristine; Benjamin, Katherine S.; Nguyen, Lillian; Cook, Clayton R. – School Psychology, 2019
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…
Descriptors: Faculty Development, Middle School Teachers, Teacher Student Relationship, Secondary School Students
Download full textDuong, Mylien T.; Pullmann, Michael D.; Buntain-Ricklefs, Joanne; Lee, Kristine; Benjamin, Katherine S.; Nguyen, Lillian; Cook, Clayton R. – Grantee Submission, 2019
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…
Descriptors: Faculty Development, Middle School Teachers, Behavior Problems, Classroom Techniques
Boardman, Alison G.; Buckley, Pamela; Vaughn, Sharon; Roberts, Gregory; Scornavacco, Karla; Klingner, Janette K. – Journal of Learning Disabilities, 2016
This study examines the interaction between the fidelity of implementation of a set of research-based strategies--Collaborative Strategic Reading (CSR)--and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social…
Descriptors: Reading Strategies, Outcomes of Education, Moderate Intellectual Disability, Fidelity
