@article {398586,
	title = {Teacher and teaching effects on students{\textquoteright} attitudes and behaviors},
	journal = {Educational Evaluation and Policy Analysis},
	volume = {39},
	number = {1},
	year = {2017},
	pages = {146-170},
	abstract = {\&nbsp;Research has focused predominantly on how teachers affect students{\textquoteright} achievement on tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students{\textquoteright} self-efficacy in math, and happiness and behavior in class. Students{\textquoteright} attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers{\textquoteright} emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students{\textquoteright} attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers{\textquoteright} skills. },
	url = {http://epa.sagepub.com/content/early/2016/09/22/0162373716670260.abstract},
	author = {Blazar, D. and Kraft, M. A.}
}
