Jan N. Hughes|Oi?Man Kwok
Influence of student-teacher and parent-teacher relationships on lower achieving readers' engagement and achievement in the primary grades.
Texas A&M University
participants 443 526 male 474 female ethnically diverse 1stgrade lower achieving readers attending 1 3 school districts texas using latent variable structural equation modeling authors tested theoretical model positing quality teachers relationships students parents mediates associations childrens background characteristics teacherrated classroom engagement b child classroom engagement turn mediates associations studentteacher parentteacher relatedness child achievement following year hypothesized model provided good fit data african american children parents relative hispanic caucasian children parents less supportive relationships teachers differences relatedness may implicated african american childrens lower achievement trajectories early grades implications findings teacher preparation discussed