Baker, Jean A., Sycarah Grant and Larissa Morlock. “The student-teacher relationship as a developmental context for children with internalizing or externalizing behavior problems.” School Psychology Quarterly 23.1 (2008): 3-15. Print.This article discusses students at significant risk for behavioral problems, including depressive, anxious, hyperactive, impulsive, and aggressive behaviors. The article highlights the positive interest associated with school when students experience feelings of kinship or closeness with teachers. These close relationships are characterized by a lack of negativity and a high degree of trust. This article focuses on children with internalizing and externalizing behavior problems. And although little is known about internalizing problems and educational development, studies have shown a correlation between those who express internalizing problems and a detachment from relationships with teachers. The study expanded knowledge about these behavior problems by examining the student-teacher relationship as a predictor of significant behavior problems. Using a base of four hundred and twenty-three students, including sixty-three percent black students and seventy percent of the test group eligible for reduced-price lunch, the study has many similarities with that of DCPS. Additionally, study results revealed that although relationship effects were small, there was a clear change in students demonstrating both externalizing and internalizing problems. The relevance of my statement is such that, when given attention and diligence, the instructor-student construct can result in positive change for both the student and the school. Finally, the source is reputable because it is contained in a peer review...... middle of paper ...... direct model versus a unidirectional model. Examining three Texas schools made up largely of minority children and sixty percent of which were eligible for reduced lunch, they found some surprising results. Not only was there no difference between the two indicators of majority and minority, but this resolved the design flaw of uncontrolled variables before mediation. Additionally, they found that children with low academic achievement would become discouraged and believe that their efforts were not rewarded. The relevant impact and link with my argument is the ability to assert that minority status is not a cause of academic failure but rather a commitment on the part of the teacher in establishing the relationship with his students. Ultimately, it is an exhaustive study, based on a dense statistical analysis, while being recent and surprising..