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I Don’t think you like me very much: Child minority status and disadvantage predict relationship quality with teachers

Fitzpatrick, C., Côté-Lussier, C., Pagani, L. S., & Blair, C. (2017). I Don’t think you like me very much: Child minority status and disadvantage predict relationship quality with teachers. Youth & Society, 1-17. DOI: 10.1177/0044118X13508962. Summarized by Stella Kanchewa, M.A., UMass Boston doctoral student Children’s academic performance relates to important adult outcomes including career options, […]

Does mentoring by teachers help academically at-risk high school students ?

Larose, S., Duchesne, S., & Châteauvert, G. B. (2020). How does mentoring by teachers improve the adjustment of academically at-risk students in high school? International Journal of School & Educational Psychology, 8(1), 36–49. https://doi.org/10.1080/21683603.2018.1509035    Summarized by Ariel Ervin Notes of Interest:  The study aims to better understand how to help academically at-risk students in their adjustment […]