Cultivating Positive Teacher-Student Relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) Method

Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish-maintain-restore (EMR) method for improving teacher-student relationships and students' classroom behav...

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Bibliographic Details
Published in:School psychology review 2018-09, Vol.47 (3), p.226-243
Main Authors: Cook, Clayton R., Coco, Susanna, Zhang, Yanchen, Fiat, Aria E., Duong, Mylien T., Renshaw, Tyler L., Long, Anna C., Frank, Sophia
Format: Article
Language:English
Subjects:
Academic Achievement
Achievement Need
Adolescents
Beginning Teachers
Behavior
Behavior Change
Children & youth
Classrooms
Educational psychology
Elementary School Students
Elementary School Teachers
Elementary schools
Grade 4
Grade 5
Interaction
Intervention
Learning
Methods
Nominations
Outcomes of Education
Positive psychology
Professional development
Program Effectiveness
Psychological aspects
Quality
Student Behavior
Students
Studies
Teacher Characteristics
teacher professional development
Teacher Student Relationship
teacher-student interactions
Teacher-student relations
teacher-student relationships
Teachers
universal prevention
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Summary:Strong teacher-student relationships have long been considered a foundational aspect of a positive school experience. The aim of the current study was to evaluate the effects of the establish-maintain-restore (EMR) method for improving teacher-student relationships and students' classroom behavior while providing elementary teachers with structured professional development and follow-up support. A matched randomized design with a sample of fourth- and fifth-grade teachers and students was used to investigate whether the EMR method produced significant improvements in teacher-student relationships and student outcomes using hierarchical linear modeling to account for nesting at the classroom level. Results indicated that the EMR method was associated with significant improvements in teacher-reported teacher-student relationships as well as improvements in observed indices of students' classroom behavior (academic engaged time and disruptive behavior). Findings also revealed that teacher-reported changes in teacher-student relationships were significantly associated with moderate changes in student classroom behavior. The implications of this study for school-based universal prevention and directions for future research are discussed.
ISSN:0279-6015
2372-966X
2372-966X
DOI:10.17105/SPR-2017-0025.V47-3