ERIC Number: EJ1178377
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Perceptions of Teaching Practices, Teacher Support, and School Engagement among Middle School Students: An Examination of the Developmental Designs Approach
Mustafaa, Faheemah N.; Lozada, Fantasy T.; Channey, Joset; Skoog-Hoffman, Alexandra; Jagers, Robert J.
Middle Grades Research Journal, v11 n2 p83-98 2017
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A