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ERIC Number: EJ1110293
Record Type: Journal
Publication Date: 2016-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-3085
EISSN: N/A
Teacher Behavioral Practices: Relations to Student Risk Behaviors, Learning Barriers, and School Climate
Martinez, Andrew; Mcmahon, Susan D.; Coker, Crystal; Keys, Christopher B.
Psychology in the Schools, v53 n8 p817-830 Sep 2016
Student behavioral problems pose a myriad of challenges for schools. In this study, we examine the relations among teacher and school-level constructs (i.e., teacher collaboration, supervision/discipline, instructional management), and student-related outcomes (i.e., high-risk behaviors, barriers to learning, student social-behavioral climate). Teachers across 29 high schools, in a large urban school district serving primarily low-income students, completed self-report surveys. Multilevel regression was used to test both individual- and school-level predictors of student outcomes. Findings suggest that teacher practices at the individual and school levels are linked to student high-risk behaviors, barriers to student learning, and school climate. More specifically, findings indicate that better supervision/discipline and instructional management are associated with fewer high-risk behaviors and barriers to learning. More instructional management is also linked to positive social-behavioral climate. Results from this study highlight the association between teacher practices and a range of student-related problem behaviors, and suggest that system-level interventions in the school may have positive effects.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A