Teacher-Student Relationships in Elementary Classrooms (TREC)

  • Research Project

What We Do

The Teacher-Student Relationships in Elementary Classrooms (TREC) study supports K-3 classrooms in building strong teacher-student relationships through the use of Banking Time strategies. 

The goal of this study is to advance our understanding of the ways in which teacher-student relationships can exacerbate or ameliorate the increasingly negative teacher-student interactions that too often lead to young students being subjected to a range of harsh and exclusionary discipline practices, which limit their opportunities to engage and learn in school.

In this study, teachers work one-on-one with target students for short periods of time to use Banking Time strategies. For example, teachers may hold 10-minute sessions, a few days a week, to engage in student-led activities where teachers work to intentionally convey messages of support and unconditional acceptance. 
 

Project Team

Cloe Frank headshot

Cloe E. Frank

  • Program Management Associate
Kyra Parker

Kyra Parker

  • Ph.D. Student
Ann Partee

Ann Partee

  • Research Assistant Professor of Education
Robert C Pianta

Robert C. Pianta

  • Batten Bicentennial Professor of Early Childhood Education
Elia G. Ramirez

Elia G. Ramirez

  • Ph.D. Student
  • VEST Fellow
Headshot of Margaret Tamayo

Margaret Tamayo

  • Project Associate
Jessica E Whittaker

Jessica E. Whittaker

  • Research Associate Professor
  • Director of Birth to Eight Initiatives
Amanda P Williford

Amanda P. Williford

  • Batten Bicentennial Professor of Early Childhood Education Associate Director for Early Childhood Education
  • CASTL Clinical Psychologist
Lauren Wolfe

Lauren Wolfe

  • Ph.D. Student

Project News