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What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?

This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachers' (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low. / Ph. D.

Identiferoai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/28056
Date10 July 2008
CreatorsBaskerville, Jane Jiggetts
ContributorsEducational Leadership and Policy Studies, Alexander, M. David, Craig, James Richard, Twiford, Travis W., Glenn, William J.
PublisherVirginia Tech
Source SetsVirginia Tech Theses and Dissertation
Detected LanguageEnglish
TypeDissertation
Formatapplication/pdf
RightsIn Copyright, http://rightsstatements.org/vocab/InC/1.0/
RelationBASKERVILLE_ETD.pdf

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