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Über die Notwendigkeit der Historischen Bildungsforschung. Wegbegleiterinnenschrift für Edith Glaser

2021

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Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students

Social science & medicine (1982), 2016-06, Vol.159, p.30-37

2016

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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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Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School

School psychology, 2019-03, Vol.34 (2), p.212-221

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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Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

Journal of school psychology, 2012-06, Vol.50 (3), p.363-378

2012

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Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control

Developmental psychology, 2017-02, Vol.53 (2), p.237-251

2017

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Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

Journal of autism and developmental disorders, 2021-02, Vol.51 (2), p.550-563

2021

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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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Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers

Annals of dyslexia, 2016-04, Vol.66 (1), p.91-110

2016

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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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Teachers' Perceptions of Students' Mathematics Proficiency May Exacerbate Early Gender Gaps in Achievement

Developmental psychology, 2014-04, Vol.50 (4), p.1262-1281

2014

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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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An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

Science (American Association for the Advancement of Science), 2011-08, Vol.333 (6045), p.1034-1037

2011

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Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement

Journal of school psychology, 2018-04, Vol.67, p.148-162

2018

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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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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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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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Reducing Violent Discipline by Teachers: a Matched Cluster-Randomized Controlled Trial in Tanzanian Public Primary Schools

Prevention science, 2023-07, Vol.24 (5), p.999-1010

2023

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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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An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality

Child development, 2014-09, Vol.85 (5), p.1915-1931

2014

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Does Early Executive Function Predict Teacher-Child Relationships From Kindergarten to Second Grade?

Developmental psychology, 2018-11, Vol.54 (11), p.2053-2066

2018

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Female teachers' math anxiety affects girls' math achievement

Proceedings of the National Academy of Sciences - PNAS, 2010-02, Vol.107 (5), p.1860-1863

2010

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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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Über die Notwendigkeit der Historischen Bildungsforschung. Wegbegleiterinnenschrift für Edith Glaser

Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students

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

Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School

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

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

Children's Daily Well-Being: The Role of Mothers', Teachers', and Siblings' Autonomy Support and Psychological Control

Educating Students with Autism Spectrum Disorders: Is Teacher Certification Area Associated with Academic Outcomes?

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

Knowledge and beliefs about developmental dyslexia in pre-service and in-service Spanish-speaking teachers

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

Teachers' Perceptions of Students' Mathematics Proficiency May Exacerbate Early Gender Gaps in Achievement

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

An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement

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

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

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

Reducing Violent Discipline by Teachers: a Matched Cluster-Randomized Controlled Trial in Tanzanian Public Primary Schools

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

An Integrative View of School Functioning: Transactions Between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality

Does Early Executive Function Predict Teacher-Child Relationships From Kindergarten to Second Grade?

Female teachers' math anxiety affects girls' math achievement

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

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