Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition

Autor/inn/en	Ellerbrock, Cheryl R.; Abbas, Bridget; DiCicco, Michael
Titel	Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition
Quelle	In: Journal of Research in Education, 24 (2014) 1, S.17-37 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Developmentally Appropriate Practices; Educational Practices; Qualitative Research; Middle School Students; Transitional Programs; Interviews; Focus Groups; Observation; Adolescent Development; Caring; Teacher Student Relationship; Teacher Responsibility; Student Responsibility; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Secondary School Teachers; High School Students; Case Studies; Grade 8; Grade 9 + Suchen Sie Ihr Suchwort? Entwicklungsbezogene Bildung; Bildungspraxis; Qualitative Forschung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik; Beobachtung; Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrverpflichtung; Schülerverhalten; Lehrerverhalten; High school; High schools; Oberschule; Studentin; Case study; Fallstudie; Case Study; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	In this year-long qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students' basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and artifact data of 23 participants. Findings suggest relational and academic teacher practices may help to meet students' needs across the transition but these practices were not consistent from one school site to the other and the responsiveness of these practices also varied across sites. Practices consistent with the warm demanding teaching stance may have promise for supporting students' needs during this period of schooling. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01