Engaging Urban Ninth Graders in Math: A Complementary Mixed-Methods Study of Teacher Behavior

Autor/in	Phillips, Sarah F.
Titel	Engaging Urban Ninth Graders in Math: A Complementary Mixed-Methods Study of Teacher Behavior
Quelle	In: Urban Review: Issues and Ideas in Public Education, 51 (2019) 2, S.201-230 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-018-0472-y
Schlagwörter	Learner Engagement; Student Attitudes; Personal Autonomy; Teacher Role; Teacher Behavior; Student Participation; Racial Differences; Ethnicity; African American Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Schülerverhalten; Individuelle Autonomie; Lehrerrolle; Teacher behaviour; Lehrerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Rassenunterschied; Ethnizität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	This mixed-methods study examines engaging teaching at one racially and ethnically diverse public school using the self-system process model of student engagement. As theorized, multilevel analyses of student survey data (N = 580) reveal that student perceptions of structure, autonomy support, and involvement differentiate highly, moderately, and weakly engaging teachers. Classroom observations (N = 12) and student interviews (N = 17) suggest that the behavior of autonomy supportive and involved teachers is friendly, helpful, and emphasizes student agency. Although few racial or ethnic differences are observed, autonomy supportive and involved teacher behavior appears particularly critical to the behavioral engagement of Black and Latinx students. Helpfulness may also moderate stereotype threat. Implications for researchers, practitioners, and policy-makers are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01