2026-09-20T07:40:22Zhttps://digital.lib.washington.edu/server/oai/request

oai:digital.lib.washington.edu:1773/474622026-02-16T02:16:04Zcom_1773_4888col_1773_4914

Schindler, Holly Stratton, Nichole 2021-08-26T18:09:25Z 2021-08-26T18:09:25Z 2021-08-26 2021 Stratton_washington_0250O_22884.pdf http://hdl.handle.net/1773/47462 Thesis (Master's)--University of Washington, 2021 For elementary teachers, the importance of developing quality relationships with their students cannot be overstated. This paper reviews the literature on student-teacher relationship quality (STRQ), including how it is conceptualized and measured, theorized factors that influence it, and its observed impacts. This is primarily examined from the lens of attachment theory, as it dominates the research of student-teacher relationships (STRs) for children in kindergarten through fifth grade. Trends in findings are discussed with particular attention to students who historically have been marginalized and have experienced lower-quality relationships with their teachers. I conclude that high-quality STRs are an important aspect of pursuing educational justice and offer strategies for teachers to develop such relationships. Implications for future research are also discussed. application/pdf en_US CC BY-NC-ND student-teacher relationships Elementary education Educational psychology Education - Seattle Lessons from Student-Teacher Relationship Quality [STRQ] Research: Attachment and Equity in the Elementary Classroom Thesis Open Access open.access