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Mercer's Belles and Sarmiento's Teachers: Female Pedagogues within Two Transcontinental Emigration Projects of the Nineteenth Century

History of education quarterly, 2022-02, Vol.62 (1), p.38-60

Fernandez Greene, Vanessa

2022

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Factors related to lower urinary tract symptoms among a sample of employed women in Taipei

Neurourology and urodynamics, 2008-01, Vol.27 (1), p.52-59

2008

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Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

Child development, 2021-01, Vol.92 (1), p.174-188

2021

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What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality

British journal of educational psychology, 2019-12, Vol.89 (4), p.767-786

2019

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The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement

British journal of educational psychology, 2015-12, Vol.85 (4), p.498-518

2015

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‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

British journal of educational psychology, 2020-12, Vol.90 (4), p.1062-1083

2020

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Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood

British journal of educational psychology, 2015-12, Vol.85 (4), p.479-497

2015

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Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

British journal of educational psychology, 2019-03, Vol.89 (1), p.57-74

Chen, Junjun

2019

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Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

British journal of educational psychology, 2015-12, Vol.85 (4), p.459-478

2015

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Teachers' bullying‐related cognitions as predictors of their responses to bullying among students

British journal of educational psychology, 2023-06, Vol.93 (2), p.513-530

2023

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Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4

Child development, 2016-03, Vol.87 (2), p.593-611

2016

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Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

British journal of educational psychology, 2019-09, Vol.89 (3), p.538-550

2019

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Student-teacher relationships and bullying: The role of student social status

Journal of adolescence (London, England.), 2018-02, Vol.63 (1), p.1-10

2018

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The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

Child development, 2020-05, Vol.91 (3), p.e597-e618

2020

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Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents

Child development, 2023-01, Vol.94 (1), p.237-253

2023

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Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation

British journal of educational psychology, 2020-06, Vol.90 (S1), p.124-137

2020

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Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

British journal of educational psychology, 2013-09, Vol.83 (3), p.467-483

2013

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What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Dyslexia (Chichester, England), 2018-08, Vol.24 (3), p.207-219

Knight, Cathryn

2018

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Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach

Journal of adolescence (London, England.), 2016-12, Vol.53 (1), p.75-90

2016

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Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

British journal of educational psychology, 2023-03, Vol.93 (1), p.1-16

2023

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How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship

British journal of educational psychology, 2014-06, Vol.84 (2), p.294-310

2014

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Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

British journal of educational psychology, 2020-05, Vol.90 (2), p.403-423

2020

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How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

British journal of educational psychology, 2022-06, Vol.92 (2), p.e12457-n/a

2022

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Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

Child development, 2018-03, Vol.89 (2), p.556-576

2018

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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

Child development, 2007-03, Vol.78 (2), p.558-580

2007

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Mercer's Belles and Sarmiento's Teachers: Female Pedagogues within Two Transcontinental Emigration Projects of the Nineteenth Century

Factors related to lower urinary tract symptoms among a sample of employed women in Taipei

Student–Teacher Relationships and Students’ Externalizing and Internalizing Behaviors: A Cross‐Lagged Study in Secondary Education

What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement

‘Like a rug had been pulled from under you’: The impact of COVID‐19 on teachers in England during the first six weeks of the UK lockdown

Can closeness, conflict, and dependency be used to characterize students' perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood

Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?

Teachers' bullying‐related cognitions as predictors of their responses to bullying among students

Teacher-Student Relationship and Peer Disliking and Liking Across Grades 1-4

Performance assessment to investigate the domain specificity of instructional skills among pre‐service and in‐service teachers of mathematics and economics

Student-teacher relationships and bullying: The role of student social status

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills

Meeting in school: Cultural diversity approaches of teachers and intergroup contact among ethnic minority and majority adolescents

Boredom begets boredom: An experience sampling study on the impact of teacher boredom on student boredom and motivation

Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning

What is dyslexia? An exploration of the relationship between teachers' understandings of dyslexia and their training experiences

Early adolescents' motivations to defend victims in school bullying and their perceptions of student–teacher relationships: A self-determination theory approach

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship

Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation

How Do I Get on With my Teacher? Affective Student‐Teacher Relationships and the Religious Match Between Students and Teachers in Islamic Primary Schools

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs

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