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ERIC Number: EJ1147173
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Warmth and Demand: The Relation between Students' Perceptions of the Classroom Environment and Achievement Growth
Sandilos, Lia E.; Rimm-Kaufman, Sara E.; Cohen, Julia J.
Child Development, v88 n4 p1321-1337 Jul-Aug 2017
Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (M[subscript student age] = 9-11.5 years). Analyses explored whether relations were moderated by the proportion of African American students in the classroom or the ethnic match or mismatch between African American students and their teachers. Results indicated that students' perceptions of teachers' demand (challenge and control) related to student achievement growth. Findings showed a stronger relation between challenge and academic growth in classrooms with more African American students, but no significant findings were identified for ethnic match or mismatch.
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: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305B130013