TY - JOUR
T1 - Teacher–child relationships in the context of poverty
T2 - the role of frequent school mobility
AU - McKinnon, Rachel D.
AU - Friedman-Krauss, Allison
AU - Roy, Amanda L.
AU - Raver, C. Cybele
N1 - Funding Information:
This work was supported by New York University’s Institute of Human Development and Social Change, as well as by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B080019 and Grant R305B140035. The project described was also supported by Award R01HD046160 from the Eunice Kennedy Shriver National Institute of Child Health and Human Development. The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education, the Eunice Kennedy Shriver National Institute of Child Health and Human Development, or the National Institutes of Health.
PY - 2018/1/2
Y1 - 2018/1/2
N2 - Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.
AB - Children's relationships with their teachers are critical for classroom-based learning, but children growing up in poverty may be at risk for lower-quality relationships with teachers. Little is known about how changing schools, one poverty-related risk, affects teacher–child relationships. Using growth curve models that control for a host of other poverty-related risks, this study explores the association between children changing schools frequently (defined as three or more school moves) between preschool and third grade and the quality of their relationships with their teachers over these five years in a low-income, ethnic-minority sample. Children who frequently moved schools were reported to be less close to their teachers in third grade and experienced steeper declines in closeness than children who did not change schools frequently. Moreover, the effects of frequent school mobility at third grade were robust to other poverty-related risks, including residential mobility, parental education risk, family income, and single-parent households. Changing schools was unrelated to children's conflict with teachers. We discuss these findings in the context of policies that support students’ transitions when changing schools.
KW - School mobility
KW - early elementary
KW - longitudinal
KW - low-income families
KW - teacher–child relationships
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U2 - 10.1080/10796126.2018.1434761
DO - 10.1080/10796126.2018.1434761
M3 - Article
AN - SCOPUS:85042114086
VL - 24
SP - 25
EP - 46
JO - Journal of Children and Poverty
JF - Journal of Children and Poverty
SN - 1079-6126
IS - 1
ER -