Warmth and Demand: The Relation between Students' Perceptions of the Classroom Environment and Achievement Growth

Autor/inn/en	Sandilos, Lia E.; Rimm-Kaufman, Sara E.; Cohen, Julia J.
Titel	Warmth and Demand: The Relation between Students' Perceptions of the Classroom Environment and Achievement Growth
Quelle	In: Child Development, 88 (2017) 4, S.1321-1337 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12685
Schlagwörter	African American Students; Student Attitudes; Teacher Student Relationship; Teaching Styles; Teacher Characteristics; Elementary School Students; Grade 4; Grade 5; Academic Achievement; Elementary School Teachers; Ethnicity + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrstil; Unterrichtsstil; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulleistung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethnizität
Abstract	Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (M[subscript student age] = 9-11.5 years). Analyses explored whether relations were moderated by the proportion of African American students in the classroom or the ethnic match or mismatch between African American students and their teachers. Results indicated that students' perceptions of teachers' demand (challenge and control) related to student achievement growth. Findings showed a stronger relation between challenge and academic growth in classrooms with more African American students, but no significant findings were identified for ethnic match or mismatch. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01