How Do Elementary School Teachers Promote Positive Changes in Children? Hypothetical Models Generated by the Modified Grounded Theory Approach-Reference-Cited by-同舟云学术

How Do Elementary School Teachers Promote Positive Changes in Children? Hypothetical Models Generated by the Modified Grounded Theory Approach

Published:2013 Issue:3 Volume:61 Page:323-339
ISSN:0021-5015
Container-title:The Japanese Journal of Educational Psychology
language:en
Short-container-title:Kyoiku shinrigaku kenkyu

Author:

SUNAMI NAOMI¹

Affiliation:

1. CENTER FOR CLINICAL PSYCHOLOGY, GRADUATE SCHOOL OF MEDICAL SCIENCES, TOTTORI UNIVERSITY

Publisher

The Japanese Association of Educational Psychology

Subject

Developmental and Educational Psychology,Education

Link

https://www.jstage.jst.go.jp/article/jjep/61/3/61_323/_pdf

Reference2 articles.

1. Kesner, J. E. (2000). Teacher characterisitics and the quality of child-teacher relationships, Journal of School Psychology, 28, 133-149.

2. Ladd, G. W., & Birch, S. H. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61-79.

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