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A Systematic Review of Student Self-Report Instruments That Assess Student-Teacher Relationships


by Kate Phillipo, Jerusha Osberg Conner, Shannon Davidson & Denise Pope — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 8, 2017, p. 1-42
http://www.tcrecord.org ID Number: 21943, Date Accessed: 12/14/2017 2:07:22 PM
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About the Author
  • Kate Phillipo
    Loyola University
    E-mail Author
    KATE L. PHILLIPPO is an associate professor of Cultural and Educational Policy Studies at Loyola University Chicago’s School of Education. Her research interests include student-teacher relationships; student support practice and policy in K–12 school settings; organizational, professional, sociocultural, political, and demographic influences on policy and practice enactment; and student, teacher, and parent experiences of education policy. Her recent publications include Advisory in Urban High Schools: A Study of Expanded Teacher Roles (Palgrave Macmillan Series on Urban Education) and “You’re trying to know me”: Students from nondominant groups respond to teacher personalism,” in The Urban Review.
  • Jerusha Conner
    Villanova University
    E-mail Author
    JERUSHA CONNER is an associate professor at Villanova University’s Department of Education and Counseling. Her research interests include education policy, student voice, and youth organizing. Her recent publications include “Speak Up and Speak Out: Student Voice in American Education Policy” in the Teachers College Record, National Society for the Study of Education Yearbook, and Contemporary Youth Activism (Praeger).
  • Shannon Davidson
    Stanford University
    E-mail Author
    SHANNON DAVIDSON is a researcher at Education Northwest and a Ph.D. candidate in International and Comparative Education at the Stanford Graduate School of Education. Her research interests include teacher-student relationships and adolescent psychological well-being in the context of schooling.
  • Denise Pope
    Stanford University
    E-mail Author
    DENISE POPE is a senior lecturer at the Stanford Graduate School of Education. She specializes in student engagement, curriculum studies, qualitative research methods, parent education, and service learning. She is cofounder of Challenge Success, a research and intervention project that provides schools and families the tools they need to increase student health and well-being, engagement with learning, and integrity. Recent publications include Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids (Wiley).
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