Impact of child–teacher relationship training on teacher attitudes and classroom behaviors.

2020 ◽  
Vol 29 (3) ◽  
pp. 119-130
Author(s):  
Phyllis B. Post ◽  
Amy L. Grybush ◽  
Claudia Flowers ◽  
Abdelaziz Elmadani
Keyword(s):  
Teacher Attitudes ◽  
Classroom Behaviors ◽  
Child Teacher Relationship Training

Teacher Attitudes and Knowledge of Remedial Speech Programs

1975 ◽  
Vol 6 (4) ◽  
pp. 206-211 ◽  
Author(s):  
Gael Metzker Clauson ◽  
Nicholas J. Kopatic
Keyword(s):  
Teacher Attitudes ◽  
Attitudes And Knowledge

Impact of Child Maltreatment on Classroom Behaviors: Implications for Intervention and Prevention

2007 ◽  
Author(s):  
Shannon Self-Brown ◽  
Carla Danielson ◽  
Elizabeth Ralston ◽  
Julie Grier ◽  
Angela Cunningham ◽  
...  
Keyword(s):  
Child Maltreatment ◽  
Classroom Behaviors

Student and Teacher Attitudes Toward Mathematics Questionnaires

2018 ◽  
Author(s):  
Marije F. Fagginger Auer ◽  
Marian Hickendorff ◽  
Cornelis M. van Putten
Keyword(s):  
Teacher Attitudes ◽  
Attitudes Toward Mathematics

The Effectiveness of Training and Supervising Urban Elementary School Teachers in Child–Teacher Relationship Training: A Trauma-Informed Approach

2020 ◽  
Vol 23 (1_part_2) ◽  
pp. 2156759X1989918
Author(s):  
Kristie K. Opiola ◽  
Daniel M. Alston ◽  
Brandi L. Copeland-Kamp
Keyword(s):  
Emotional Intelligence ◽  
Child Behaviors ◽  
School Teachers ◽  
Student Stress ◽  
Teacher Student ◽  
Urban Elementary School ◽  
Effectiveness Of Training ◽  
Charter School Teachers ◽  
The Impact ◽  
Child Teacher Relationship Training

This case study explored three urban elementary teachers’ experiences with Child–Teacher Relationship Training (CTRT) and the impact of CTRT on the teachers’ emotional intelligence, perception of students’ behaviors, and teacher–student stress. The three charter school teachers from the Southeastern United States received 22 weeks of CTRT curriculum and completed assessments to track changes in teacher stress, child behaviors, and teacher emotional intelligence. The teachers also engaged in debrief sessions every week. They reported a decrease in teacher–student stress; greater understanding and categorization of child behaviors; and reflection on their own level of ability to perceive, understand, and generate emotions.

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