Please use this identifier to cite or link to this item: https://hdl.handle.net/10620/19174
Longitudinal Study: LSAC
Title: Can teacher-child relationships support human rights to freedom of opinion and expression, education and participation?
Authors: Wang, Cen 
Harrison, Linda 
McLeod, S 
Walker, Sue 
Spilt, Jantine L
Publication Date: Feb-2018
Pages: 133-141
Keywords: Universal Declaration of Human Rights
United Nations
Speech and Language Concern
teacher-child relationship
literacy achievement
school adjustment
Abstract: This study explored how teacher-child relationships change over the early school years, in terms of closeness and conflict, whether these trajectories differ in type and frequency for children with typical development and children with speech and language concern (SLC), and whether the trajectories are associated with school outcomes at 12-13 years.
DOI: 10.1080/17549507.2018.1408855
URL: https://www.tandfonline.com/doi/full/10.1080/17549507.2018.1408855
Keywords: Article 19; United Nations; Universal Declaration of Human Rights; literacy achievement; school adjustment; speech and language concern; teacher–child relationship
Research collection: Journal Articles
Appears in Collections:Journal Articles

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