ERIC Number: EJ724611
Record Type: Journal
Publication Date: 2006-Jan
Reference Count: N/A
Peer Assessments of Normative and Individual Teacher-Student Support Predict Social Acceptance and Engagement among Low-Achieving Children
Hughes, Jan N.; Zhang, Duan; Hill, Crystal R.
Journal of School Psychology, v43 n6 p447-463 Jan 2006
This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher-student support and individual teacher-student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher-student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher-student support. Results are discussed in terms of implications for teacher preparation and professional development.
Descriptors: Grade 1, Peer Acceptance, Teacher Student Relationship, Predictor Variables, Low Achievement, Student Participation, Peer Evaluation
Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: firstname.lastname@example.org.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 1
Authoring Institution: N/A
Identifiers - Location: Texas