Böger, S., Broek, van den, V., Cauwenberghe, C., Heijkamp, W., Laman, M., Oepkes, H., Sluis, K., Visser, M., Wick-Campman, T., Wijnands, F. (2015). Onderwijsinspectie. De Staat van het Onderwijs: Onderwijsverslag 2013/2014. Den Haag: Xerox/OBT
Coninx, N., Kreijns, K., & Jochems, W. (2012). The use of keywords for delivering immediate performance feedback on teacher competence development. European Journal of Teacher Education, 1-19.
Fukkink, R. G., Trienekens, N., & Kramer, L. J. C. (2011). Video Feedback in education and training: Putting learning in the picture. Educational Psychology Review, 23, 45-63.
Goodman R (2001) Psychometric properties of the Strengths and Difficulties Questionnaire (SDQ). Journal of the American Academy of Child and Adolescent Psychiatry, 40, 1337-1345.
Looze, M. de, Dorsselaer, S. van, Roos, S., de, Verdurmen, J., Stevens, G., Gommans, R., Bon-Martens, M. van, Bogt, T. ter & Vollebergh, W. (2014). HBSC (Health Behaviour in School-Aged Children) 2013 Gezondheid, welzijn en opvoeding van jongeren in Nederland. Utrecht: Universiteit Utrecht.
Pianta, R. C., Hamre, B. K., & Stuhlman, M. (2003). Relationships between teachers and children. In W. Reynolds & G. Miller (Eds.), Handbook of Psychology (pp. 199-234). Hoboken, NJ: John Wiley & Sons.
Rimm-Kaufmann, S. E., Early, D. M., Cox, M. J., Saluja, G., Pianta, R. C., Bradley, R. H., e.a. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451-470.
Roorda, D. L., Koomen, H. M. Y., Spilt, J. M., Thijs, J. T., & Oort, F. J. (2013). Interpersonal behaviors and complementarity in interactions between teachers and kindergartners with a variety of externalizing and internalizing behaviors. Journal of School Psychology, 51, 143-158.
Spilt, J. L., & Koomen, H. M. Y. (2009). Widening the view on teacher-child relationships: Teachers’ narratives concerning disruptive versus non-disruptive children. School Psychology Review, 38, 86-101.
Spilt, J.L., Koomen, H.M.Y., & P. Mantzicopoulos (2010). Young children's perceptions of teacher‐child relationships: an evaluation of two instruments and the role of child gender in kindergarten. Journal of Applied Developmental Psychology, 31 (6), 428-438.
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. M., & Leij, A. van der (2012). Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection. Attachment & Human Development, 14, 305-318.
Van Lier, P. A. C., Vitaro, F., Barker, E.D., Brendgen, M., Tremblay, R. E., & Boivin, M. (2012). Peer Victimization, Poor Academic Achievement, and the Link Between Childhood Externalizing and Internalizing Problems. Child Development, 83, 5, 1775-1788.