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The role of child gender and ethnicity in teacher–child relationship quality and children's behavioral adjustment in preschool

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References

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1997The teacher-child relationship and children's early school adjustment1,815 cited
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1995The first two years of school: Teacher-child relationships and deflections in children's classroom adjustment855 cited
2006Contributions of teacher–child relationships to positive school adjustment during elementary school844 cited
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1974A behavior rating scale for the preschool child.632 cited
1995Failing at fairness : how our schools cheat girls579 cited
2005Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition568 cited
1999The transition to kindergarten

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479 cited

2000Social‐emotional Classroom Climate in Child Care, Child‐Teacher Relationships and Children’s Second Grade Peer Relations472 cited

1992Teacher-child relationships and the process of adjusting to school470 cited

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2012A longitudinal study of school connectedness and academic outcomes across sixth grade208 cited
2011Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage191 cited
2012Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality187 cited
2011Indirect effects of child reports of teacher–student relationship on achievement.176 cited
2020The role of teachers' self-efficacy beliefs in the development of teacher-student relationships160 cited
2016Teacher-child racial/ethnic match within pre-kindergarten classrooms and children’s early school adjustment156 cited
2017Trajectories of teacher-student warmth and conflict at the transition to middle school: Effects on academic engagement and achievement151 cited
2010Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade150 cited
2016Affective Teacher—Student Relationships and Students' Externalizing Behavior Problems: A Meta-Analysis146 cited
2017Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences127 cited
2014Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?123 cited
2013Student–teacher relationship quality and academic adjustment in upper elementary school: The role of student personality122 cited
2019A Systematic Review of Teacher–Child Interactions With Multilingual Young Children111 cited
2014Teacher–child relationships and behavioral adjustment: Transactional links for preschool boys at risk110 cited
2015Developmental trajectories of children’s behavioral engagement in late elementary school: Both teachers and peers matter.105 cited
2015A case study of gendered play in preschools: how early childhood educators’ perceptions of gender influence children's play104 cited