Kincade, Laurie2020-10-262020-10-262020-08https://hdl.handle.net/11299/216872University of Minnesota Ph.D. dissertation. August 2020. Major: Educational Psychology. Advisor: Amanda Sullivan. 1 computer file (PDF); ix, 134 pages.Past research has shown student-teacher relationships (STRs) are associated with a variety of positive and negative student-outcomes including academic achievement, engagement, school adjustment, attendance, disruptive behaviors, suspension, and risk of dropping out. Schools can support student-teacher relationships universally by implementing school- and class-wide programs and practices that facilitate positive, high-quality STRs. Due to the volume of studies that have examined the relationship between school- and class-wide factors and programs with STRs, high quality research synthesis is needed. Study 1 contributed a systemic review of school- and class-wide factors found to be associated with STRs. Study 2 applied meta-analytic and common element techniques to determine effect sizes and practice elements of interventions that improve STRs. The programs with the largest effects sizes were Establish-Maintain-Restore (EMR) and BRIDGE. Other programs demonstrated larger effect sizes in one study; however, their overall combined effect sizes revealed smaller effects. The common elements procedure identified 44 total practices across all organizational categories teachers can use to promote positive STRs. More specifically, this procedure identified 14 proactive practices that directly impact relationships between students and teachers. Programs with the largest effect sizes contained the most proactive and direct practices for improving STRs. Implications of these findings and future research recommendations are discussed.enpracticesprogramsstudent-teacher relationshipuniversalThesis or Dissertation