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Developing a relational meaning of the equal sign: effects of using a balance analogy in a game-based virtual environment
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| 2 |
Metacognitive calibration in introductory physics courses: Predictors and interventions
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An examination of gendered discourse in the discussion forums of online STEM courses
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Effect of collaborative learning and direct instruction on myside bias
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The intended and enacted curriculum in a new developmental mathematics course: a study of community college students' participation and attitudes
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Conjunction is more than just a grammatical resource: a comparative study of conjunctions in U.S. and Chinese mathematics lessons
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Enriching science trade books with explicit-reflective nature of science instruction: impacting elementary teachers' practice and improving students' learning
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Students' conceptions of trigonometric functions and positioning practices during pair work with Etoys
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A longitudinal analysis of teacher vs. student reports of teacher-student relatedness and their relation to engagement across the transition to middle school
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Abstract:
Teacher-student relatedness and student engagement were examined using data collected in the fall and spring of one school year; 48% of participants were in 5th grade and 52% of participants were in 6th grade (N = 672, 51% female, 57% White and 43% African-American). Teacher-reports and student-reports of relatedness were moderately positively correlated. The relationship between student- and teacher-reported relatedness was dependent on grade level, such that when 6th grade classes reported higher relatedness than other classes, their teachers did as well; but teachers’ reports of 5th grade classes did not vary by student-reports. On average, engagement tended to decline across the school year. But, when students reported relatedness that was higher than their average, or that was higher than other students in their class, they also tended to report higher engagement. The relationship between student-reported relatedness and engagement was dependent on time of the year and grade level. Student-reports of relatedness were more strongly associated with engagement in the spring and for 6th graders, compared to the fall and for 5th graders. The relationship between teacher-reported relatedness and engagement was dependent on time of the year. The last analyses regarding congruency between student- and teacher-reports of relatedness suggested congruency was not predictive of variations in engagement. The final, best-fitting model of the data showed that both student-reported relatedness and teacher-reported relatedness were uniquely associated with student engagement. Thus, researchers should utilize reports from both parties when studying early adolescence in the future.
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Keyword:
Adolescence; Engagement; School transitions; Teacher-student relations
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URL: http://hdl.handle.net/2142/50720
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Communicating according to the standards: examining math talk in Chinese and U.S. mathematics classrooms
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Teachers' perceptions of the use of ASL phonological instruction to develop ASL and English literacy in an ASL/English bilingual preschool
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| 13 |
Implementing Reform: The Changing Cultures and Discourse Practices of Four First -Grade Classrooms
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| 14 |
Development of Conceptual and Procedural Knowledge in Preschoolers' Addition and Subtraction
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Is gesture-speech mismatch a general index of transitional knowledge?
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