The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support

@article{Sibley2017TheIO,
  title={The impact of comprehensive student support on teachers: Knowledge of the whole child, classroom practice, and Teacher Support},
  author={Erin Sibley and Maria D. Theodorakakis and Mary E. Walsh and Claire Foley and Jessica Taisey Petrie and Anastasia E. Raczek},
  journal={Teaching and Teacher Education},
  year={2017},
  volume={65},
  pages={145-156}
}

Tables from this paper

Factors Impacting The Development Of Teachers' Relationships With Students Who Are Obese
This case study explores the first person viewpoints of K-12, public education teachers on their knowledge about childhood obesity. The study asks what teachers know about childhood obesity and the
Role of the University in Building Schools for the Whole Child
An increasing number of university-K-12 partnerships are addressing the out-of-school challenges that can often constitute barriers to learning for students. This chapter describes the role that
Leveraging Integrated Student Support to Identify and Address COVID-19-Related Needs for Students, Families, and Teachers
TLDR
This work examines how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and families in 94 high-poverty, urban schools.
Association of Head Teachers’ Instructional Supervisory Practices with Teachers’ Performance
The major objective of the research was an exploration of the impact of Head teachers’ instructional supervisory practices in Government Secondary Schools on teachers’ performance. In this
An Economic Evaluation of the Costs and Benefits of Providing Comprehensive Supports to Students in Elementary School
TLDR
An economic evaluation of a successful support model, City Connects, finds that the benefits of the program exceed the costs, indicating that the program is a sound investment and should be considered an option to address the needs of students and to prevent future crises from disrupting their learning.
Classroom Teacher Efficacy Toward Implementation of Physical Activity in the D-SHINES Intervention.
BACKGROUND Given levels of sedentary behavior among youth, teachers have been called upon to increase physical activity (PA) by implementing classroom PA breaks. School-based interventions enacted in
A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition
TLDR
Evidence is provided for E‐EMR to change teacher practice and reduce educational disparities for students of color, and implications for other school‐based interventions to integrate an equity‐explicit focus into program content and evaluation are discussed.
The Potential for Teacher-Student Relationships and the Whole School, Whole Community, Whole Child Model to Mitigate Adverse Childhood Experiences.
TLDR
TSRs and the WSCC model are promising approaches to target protective factors to mitigate ACEs and research is needed to further establish TSRs as a protective factor, explore TSR ACEs interventions, and determine best practices for integrating T SRs and resilience in theWSCC model.
Impacting 9th Grade Educational Outcomes: Results from a Multisite Randomized Controlled Trial of the BARR Model
TLDR
Results from a multisite, student-level randomized controlled trial that examined the impact of the Building Assets, Reducing Risks (BARR) model on ninth-grade students are reported.
MULTIDIMENSIONAL ENGAGEMENT IN LEARNING—AN INTEGRATED INSTRUCTIONAL DESIGN APPROACH
learning. This important problem in daily instruction has produced numerous research activities focusing on conditions and consequences of student engagement. However, these activities have led to a
...
...

References

SHOWING 1-10 OF 78 REFERENCES
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of
Two Counseling Interventions to Reduce Teacher-Child Relationship Stress
TLDR
A study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress found all treatment groups found to have statistically significant reduction in teacher and student problem characteristics with large effect sizes for total stress.
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?
TLDR
Analysis of ways in which children's risk of school failure may be moderated by support from teachers found 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.
Longitudinal Effects of Teacher and Student Perceptions of Teacher-Student Relationship Qualities on Academic Adjustment
  • J. Hughes
  • Education, Psychology
    The Elementary School Journal
  • 2011
The shared and unique effects of teacher and student reports of teacher-student relationship quality (TSRQ) in second and third grade on academic self-views, behavioral engagement, and achievement
Educating Teachers about Managing Classrooms and Students.
Elementary teachers' perceptions regarding school behavior problems: Implications for school psychological services
The study focuses upon teachers' perceptions of school behavior problems and preferred classroom management actions. Two hundred elementary school teachers were evaluated with a questionnaire
A New Model for Student Support in High-Poverty Urban Elementary Schools
Efforts to support children in schools require addressing not only academic issues, but also out-of-school factors that can affect students’ ability to succeed. This study examined academic
Teachers' perspectives of children's mental health service needs in urban elementary schools
TLDR
Focus groups were conducted at two elementary schools with differing levels of available social services in a moderate-sized urban midwestern school district to investigate elementary school teachers' perspectives on children's mental health service needs.
Developing a Comprehensive Curriculum Framework for Teacher Preparation in Expanded School Mental Health
Concerns about the legitimacy, purposes, capability, and effectiveness of Pre-KindergartenGrade 12 public schools in the United States are expressed in virtually every sector of society. Although
...
...