Literaturnachweis - Detailanzeige
Autor/inn/en | Mustafaa, Faheemah N.; Lozada, Fantasy T.; Channey, Joset; Skoog-Hoffman, Alexandra; Jagers, Robert J. |
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Titel | Perceptions of Teaching Practices, Teacher Support, and School Engagement among Middle School Students: An Examination of the Developmental Designs Approach |
Quelle | In: Middle Grades Research Journal, 11 (2017) 2, S.83-98 (16 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1937-0814 |
Schlagwörter | Middle School Students; Teaching Methods; Educational Practices; Grade 6; Longitudinal Studies; Program Design; Student Needs; Personal Autonomy; Sense of Community; Competence; Teacher Student Relationship; Teacher Influence; School Support; Outcomes of Education; Likert Scales; Classroom Techniques; Student Surveys; Statistical Analysis Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; School year 06; 6. Schuljahr; Schuljahr 06; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Programme design; Programmaufbau; Programmplanung; Individuelle Autonomie; Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulförderverein; Lernleistung; Schulerfolg; Likert-Skala; Klassenführung; Schülerbefragung; Statistische Analyse |
Abstract | School engagement is important in promoting adolescents' academic and socioemotional outcomes. We explored whether sixth-grade students' (N = 571, M[subscript age] = 11.27, 52% female, 50% racial/ethnic minority) school engagement at the end of the academic school year was facilitated by their perceptions of teachers' classroom practices and support. Data were from a longitudinal study on Developmental Designs (DD)--a community-building and engaged-learning teaching approach designed to meet adolescents' developmental needs for autonomy, belonging, and competence. On average, student-perceived teacher support partially mediated the positive relations between perceptions of teachers' DD classroom practice use and students' school engagement. Results highlight the interrelatedness of teachers' instructional and affective practices in supporting early adolescents' school engagement, and suggest the potential benefits of school-based socioemotional initiatives focused on such teaching practices. (As Provided). |
Anmerkungen | IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: http://www.infoagepub.com/middle-grades-research-journal.html |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |