Teacher–Child Relationships from Kindergarten to Sixth Grade: Early Childhood Predictors of Teacher-perceived Conflict and Closeness

This article examined general trends in teacher-reported conflict and closeness among 878 children from kindergarten through sixth grade, and examined early childhood characteristics that predict differences in initial levels and growth of conflict and closeness over time. Results indicated modest stability of teacher-perceived conflict and closeness through sixth grade, with relatively greater stability in perceptions of conflict. Levels of conflict at kindergarten were higher for children who were male, Black, had greater mean hours of childcare, had lower academic achievement scores, and had greater externalizing behavior. Children identified as Black and those with less sensitive mothers were at greater risk for increased conflict with teachers over time. Levels of teacher-reported closeness were lower when children were male, had lower quality home environments, and had lower academic achievement scores. The gap in closeness ratings between males and females increased in the middle elementary school years. Additional analyses were conduced to explore differences in teacher ratings of conflict between Black and White students.     

Values,decision-making,and the rich life

Young people increasingly take only one value seriously in making decisions about careers, that of salary levels. They should understand that there are many values which need to be weighed in making decisions about employment. Given the present milieu, it may prove effective to use language which describes these other, nonmonetary values as contributors to the “rich lifer”     

Loan performance and race

Recent studies find evidence of racial discrimination in mortgage markets. Although these studies explore loan approval rates for whites versus minorities, they do not specifically consider loan performance, either in the form of default rates or loan administration costs. This study considers discrimination in the used car credit market, where the collateral is not subject to location externalities, collateral value and quality do not vary as much as in real estate, and the loan terms are shorter. We find administration costs and default rates are higher for minorities than for whites, controlling for age, income, home ownership, wealth, occupation, loan terms, and geographic location.     

Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N = 2282) and teachers (N = 597) this study examines the individual and classroom factors associated with teachers' ratings of conflict, both before and after adjusting for problem behaviors ratings. Over half of the variance in teachers' reports of conflict with children was explained by ratings of children's problem behaviors. However, many children had more (or less) conflict than predicted based on teacher‐rated problem behavior. Older children were more likely to have conflictual relationships with teachers than expected based on their level of problem behavior. Furthermore, teachers who reported more depression and lower self‐efficacy and teachers who were observed to provide less emotional support in the classroom tended to report more conflict with students in their classroom than expected based on levels of problem behaviors.     

Mothers' Representations of Relationships with their Children: Relations with Parenting Behavior, Mother Characteristics, and Child Disability Status

Representational models of mother-child relationships were assessed through interview for 112 mothers of children ages 14 to 52 months. Fifty-eight (51.8%) children had a diagnosis of cerebral palsy, 19 (17%) were diagnosed with epilepsy, while the remaining 35 (31.3%) had no diagnosis. Relations were examined between dimensions of representations (compliance, achievement, secure base, enmeshment, worry, pain) and maternal age, education and stress; diagnostic group and child developmental status; and mother's behavior with the child in a problem-solving task. Mothers for whom boundary violations were represented were also less focused with child achievement and experienced more worry and pain in the relationship. More severe disability status was associated with less compliance and more pain in representations. Longer time since diagnosis was positively correlated with painful representations. Representations were unrelated to child gender, child age, maternal education or age, or parenting stress. With educational level controlled, mothers' support for the child and positive affect in a problem-solving task were negatively related to representations of worry about the child's future. Boundary concerns were predictive of mothers' pressuring behavior in the problem-solving task. Findings suggest representations are related to caregiving behavior apart from other maternal characteristics, and that mothers' representations reflect variability in their children.     

How schools can do better: fostering stronger connections between teachers and students

Teachers are a centrally important yet often overlooked resource in the lives of youth. Teacher-student relationships, when properly harnessed, may emulate mentoring at its best. This chapter explores the teacher-student relationship and examines ways in which it can be enhanced to the benefit of youth and adults.     

New business development in mature firms

New business development (NBD) is one of the main strategic options for the ‘mature’ company. The authors discuss the reasons why NBD should be considered and suggest a framework for developing new businesses. The results of a two year investigation of a sample of 14 UK companies' NBD initiatives are presented. Half of the sample have either abandoned or are reducing their new business activities. The reasons are manifold and relate to a failure to define specifically the role of the NBD initiatives; a lack of appreciation of the risks, long time spans for development and the high financial commitment associated with NBD; a weakening of the mainstream business (this in itself suggesting that companies often leave NBD ‘too late’); and a naive approach toward marketing. Some lessons for mature companies' future involvement in NBD are drawn.