Perceptions of Teaching Practices, Teacher Support, and School Engagement among Middle School Students: An Examination of the Developmental Designs Approach

Autor/inn/en	Mustafaa, Faheemah N.; Lozada, Fantasy T.; Channey, Joset; Skoog-Hoffman, Alexandra; Jagers, Robert J.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01