@article{ref1,
title="Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students",
journal="Teaching and teacher education",
year="2017",
author="McGrath, Kevin F. and Van Bergen, Penny",
volume="67",
number="",
pages="487-497",
abstract="Elementary teachers' emotional expressions when speaking about disruptive students provide a previously unexamined source of classroom influence. The present study therefore examined how 47 elementary teachers spoke about their relationships with disruptive (n = 23) and well behaved (n = 28) students. Speech samples from classroom and support teachers were analysed for evidence of emotional and relational tone. Despite expressing similar relational closeness towards disruptive and well behaved students, classroom teachers expressed a more negative emotional tone (e.g. more frequent dissatisfactions) when speaking about disruptive students. Implications for the elementary classroom climate are discussed.<p /> <p>Language: en</p>",
language="en",
issn="0742-051X",
doi="10.1016/j.tate.2017.07.016",
url="http://dx.doi.org/10.1016/j.tate.2017.07.016"
}