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ERIC Number: EJ1098230
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1083-6470
Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition
Ellerbrock, Cheryl R.; Abbas, Bridget; DiCicco, Michael
Journal of Research in Education, v24 n1 p17-37 Spr-Sum 2014
In this year-long qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students' basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and artifact data of 23 participants. Findings suggest relational and academic teacher practices may help to meet students' needs across the transition but these practices were not consistent from one school site to the other and the responsiveness of these practices also varied across sites. Practices consistent with the warm demanding teaching stance may have promise for supporting students' needs during this period of schooling.
Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools; Grade 8; Elementary Education; Grade 9
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A