A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students.

Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students.

A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition.

Background: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equity-Explicit Establish-Maintain-Restore (E-EMR).

Brief teacher training improves student behavior and student-teacher relationships in middle school.

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports.

Impact of Material Shade and Distance from Light Curing Unit Tip on the Depth of Polymerization of Composites.

This study aimed to evaluate the effect of the composite shade and distance from the light-curing unit (LCU) tip on the irradiance reaching the bottom of composite disks and on the depth of polymerization. Composites of three shades (opaque - OXDC, bleach - BXL, and A2) were inserted into molds with 3-mm of thickness positioned over a spectrometer and photo-activated with the LCU (Bluephase) tip placed at 0 or 1 cm from the composite surface. The mean irradiance reaching the bottom of composite was recorded during the entire photo-activation (30 s).