Parent‐teacher Temperament Ratings and Student Success in Reading

Buss, Kathleen; Gingles, James; Price, Jay

doi:10.1080/027027193140403

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Characteristics of the child (e.g., temperament, gender) and teachers' perceptions of children with these characteristics may determine the quality of this relationship. There is evidence suggesting that teacher-child relationships are shaped in part by teachers' perceptions of students' dispositional characteristics and behaviors (Buss, Gingles, & Price, 1993;Evans, 1992Evans, , 1996Saft & Pianta, 2001;Stuhlman & Pianta, 2002). Teachers may perceive greater academic abilities in students who readily respond to the rigors of formal schooling (Buss et al, 1993;Keogh, 2003;Lerner et al, 1985); therefore, particular child characteristics (e.g., sitting still and contributing to class activities) smooth children's school transition.…”

Section: Predictors Of Teacher-child Relationshipsmentioning

confidence: 99%

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Rudasill

Rimm‐Kaufman

2009

Early Childhood Research Quarterly

310

230

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Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher-child relationship quality both directly and indirectly through the frequency of teacher-child interactions in the classroom.Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a) children's shyness, effortful control, and gender contributed directly to teacher-child conflict and closeness; (b) children's shyness contributed to the frequency of child-initiated teacher-child interactions, and children's effortful control contributed to the frequency of teacher-initiated teacher-child interactions; (c) shyness related to teacher-child closeness indirectly through the frequency of child-initiated teacher-child interactions; (d) the frequency of child-and teacher-initiated interactions contributed to each other. Results inform practitioners and researchers of characteristics that put children at risk for failure to form positive relationships with teachers.

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Section: Predictors Of Teacher-child Relationshipsmentioning

confidence: 99%

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Rudasill

Rimm‐Kaufman

2009

Early Childhood Research Quarterly

310

230

View full text Add to dashboard Cite

show abstract

“…Teacher-child relationship quality is determined by both teacher characteristics and expectations and child characteristics. There is ample evidence suggesting that teachers' perceptions of students influence the quality of the teacher-child relationship (Buss, Gingles, & Price, 1993;Evans, 1992Evans, , 1996Saft & Pianta, 2001;Stuhlman & Pianta, 2002). Saft and Pianta found that teachers' perceptions of their relationships with students are related to both child and teacher attributes.…”

Section: Attributes Contributing To Teacher-child Relationshipsmentioning

confidence: 99%

“…Child characteristics also contribute to teacher-child relationship quality. Certain child characteristics seem to facilitate successful adjustment to school, and teachers may unwittingly award greater academic confidence to those students who respond well to the demands of school (Buss et al, 1993;Keogh, 2003;Lerner et al, 1985). These child characteristics, as they are perceived by teachers, influence the nature of teacher-child interactions, and hence, the quality of the teacher-child relationship (Saft & Pianta, 2001;Stuhlman & Pianta, 2002).…”

Section: Attributes Contributing To Teacher-child Relationshipsmentioning

confidence: 99%

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

Rudasill¹,

Rimm‐Kaufman²,

Justice³

et al. 2006

Early Education & Development

124

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Current educational policy emphasizes "school readiness" of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten ). The purpose of this study was to determine how children's temperament and language skills predict teacherchild relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher-child relationships.The current context of educational policy emphasizes "school readiness" of young children. As such, a great premium is placed on designing preschool

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“…Children are typically screened for gifted programs by both tests and teacher recommendations (US DOE, 1993), and teacher recommendations are often of social situations by regulating behavior, cognition, and affect (Conduct Problems Prevention Research Group, 1999) to meet the behavioral demands of the classroom (see Denham, 2006). There is evidence that children who are better able to fit into the school mold are likely to be perceived as more academically competent (Buss, Gingles, & Price, 1993;Keogh, 2003;Lerner, Lerner, & Zabski, 1985). As such, socially competent children may be seen as more schoolhouse gifted and, therefore, may be more likely to be nominated for a gifted program.…”

mentioning

confidence: 99%

The role of social competence in predicting gifted enrollment

Curby

Rudasill

Rimm‐Kaufman

et al. 2008

Psychology in the Schools

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The purpose of this study is to examine how children's starting level and development of social competence (i.e., task orientation and peer sociability) during kindergarten and first grade predict gifted program enrollment by third grade, even after considering children's cognitive ability. A second purpose is to examine the extent to which the relationship between children's social competence and gifted program enrollment differs depending on children's socioeconomic status (SES), ethnicity, and gender. Latent growth curve analyses conducted on 347 children revealed that students enrolled in gifted programming were not only those high in cognitive ability, but also those showing early task orientation. Neither peer sociability's initial status nor growth was a significant predictor of gifted enrollment. Multigroup comparisons demonstrated different predictive paths for higher versus lower SES groups. Implications are discussed including important questions raised by this study and the need for teacher training in the identification of giftedness. C 2008 Wiley Periodicals, Inc.

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Parent‐teacher Temperament Ratings and Student Success in Reading

Cited by 8 publications

References 3 publications

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool

The role of social competence in predicting gifted enrollment

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