Brief teacher training improves student behavior and student–teacher relationships in middle school.
Open accessAbstract
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 aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g = .61, 95% CI [0.21, 1.02]), academically engaged time ( g = .81, 95% CI [0.01, 1.63]), and disruptive behavior ( g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
C. R. Cook et al. (2018) and Duong et al. (2019) found that training for a cohort of willing teachers improved teacher-student relationships, reduced student misbehavior, and improved student attention in class.
“Via sophisticated, randomized controlled trials, C. R. Cook et al. (2018) and Duong et al. (2019) find that training for a cohort of willing teachers not only improved teacher-student relationships, but also reduced student misbehavior and improved student attention in class.”
From Fostering Belonging, Transforming Schools: The Impact of Restorative Practices (2023) · cites this paper as Duong et al. (2019)
Cites
Jennings, P. A., & Greenberg, M. T. (2009) · Review of Educational Research · doi:10.3102/0034654308325693 · Cited by 3,686 · see citing works
Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011) · Review of Educational Research · doi:10.3102/0034654311421793 · Cited by 2,370 · see citing works
Social-Psychological Interventions in Education: They’re Not Magic
Yeager, D. S., & Walton, G. M. (2011) · Review of Educational Research · doi:10.3102/0034654311405999 · Cited by 1,345 · see citing works
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_17 · Cited by 1,055 · see citing works
A School-Based Mental Health Program for Traumatized Latino Immigrant Children
KATAOKA, S. H., STEIN, B. D., JAYCOX, L. H., WONG, M., ESCUDERO, P., TU, W., ZARAGOZA, C., & FINK, A. (2003) · Journal of the American Academy of Child & Adolescent Psychiatry · doi:10.1097/00004583-200303000-00011 · Cited by 455 · see citing works
Wandersman, A., Chien, V. H., & Katz, J. (2012) · American Journal of Community Psychology · doi:10.1007/s10464-012-9509-7 · Cited by 422 · see citing works
Mohr, D. C., Ho, J., Hart, T. L., Baron, K. G., Berendsen, M., Beckner, V., Cai, X., Cuijpers, P., Spring, B., Kinsinger, S. W., et al. (2014) · Translational Behavioral Medicine · doi:10.1007/s13142-014-0262-3 · Cited by 139 · see citing works
Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C., & Frank, S. (2018) · School Psychology Review · doi:10.17105/spr-2017-0025.v47-3 · Cited by 112 · see citing works
Self-citation
Flagged first, then by citations
Cited by
Sorted by citations
Cook, C. R., Coco, S., Zhang, Y., Fiat, A. E., Duong, M. T., Renshaw, T. L., Long, A. C., & Frank, S. (2018) · School Psychology Review · doi:10.17105/spr-2017-0025.v47-3 · Cited by 112 · see citing works
Self-citationFostering Belonging, Transforming Schools: The Impact of Restorative Practices
Darling-Hammond, S. (2023) · Learning Policy Institute · doi:10.54300/169.703 · Cited by 47 · see citing works
“…POLICY INSTITUTE | IMPACT OF RESTORATIVE PRACTICES The two randomized controlled trial studies on EMR programming by C. R. Cook et al. (2018) and Duong et al. (2019) found that implementing the program caused statistically significant improvements in teacher-reported teacher–student…”
BackgroundMethodInfluential
- Authors
- Duong, M. T., Pullmann, M. D., Buntain-Ricklefs, J., Lee, K., Benjamin, K. S., Nguyen, L., & Cook, C. R.
- ORCID
- Venue
- School Psychology
- Published
- 2019-03
- Volume
- 34
- Issue
- 2
- Pages
- 212-221
- ISSN
- 2578-4218 (ISSN-L)
- 2578-4226
- OpenAlex
- W2903291650
- Cited by
- 104
- References
- 8
- Citations by year
- 2026: 10 · 2025: 20 · 2024: 18 · 2023: 15 · 2022: 22 · 2021: 9 · 2020: 9 · 2018: 1
- FWCI
- 9.34
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- School Psychology (publishedVersion, other-oa)
- PubMed (publishedVersion)
- Funders
- Institute of Education Sciences (R305A170458)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Education › Educational Environments and Student Outcomes
- Keywords
- student behavior, teacher-student relationship, junior high school students, classroom management, teacher professional development
- MeSH terms
- Problem Behavior, Teacher Training, School Teachers, Adolescent, Adolescent Behavior, Adult, Child, Child Behavior, Female, Humans, Interpersonal Relations, Male, Professional Competence, Schools, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
