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      Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?

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      Child Development

      Wiley

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          Abstract

          This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.

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          Most cited references 61

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          Early Teacher-Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade

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            Intrinsic Motivation and Self-Determination in Human Behavior

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              Social relationships and motivation in middle school: The role of parents, teachers, and peers.

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                Author and article information

                Journal
                Child Development
                Child Development
                Wiley
                0009-3920
                1467-8624
                September 2005
                September 2005
                : 76
                : 5
                : 949-967
                Article
                10.1111/j.1467-8624.2005.00889.x
                16149994
                2c103061-c1be-42a2-a165-f591fc81a668
                © 2005

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