The Association between Teaching Practices and Students' Perceptions of Being in a Classroom Community of Engaged Learners
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| Title: | The Association between Teaching Practices and Students' Perceptions of Being in a Classroom Community of Engaged Learners |
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| Language: | English |
| Authors: | Keyes, Tasha Seneca, Heath, Ryan D. |
| Source: | School Community Journal. 2023 33(1):251-278. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Grade 9 High Schools Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Teaching Methods, Student Attitudes, Learner Engagement, Classroom Environment, Sense of Community, Grade 9, High School Students, Hierarchical Linear Modeling, Urban Schools, Teacher Student Relationship, Student Characteristics, Individual Differences |
| Geographic Terms: | Illinois (Chicago) |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | Past research suggests that a sense of belonging to a community is developmentally important for adolescents and affects their engagement in school, especially during the transition to high school. However, little research examines the teaching practices that simultaneously foster classroom belonging and behavioral engagement to create a classroom community of engaged learners. This study investigates the association between specific teaching practices (i.e., lesson organization and structure, academic support, and student-teacher trust) related to students perceiving they are in a classroom community of engaged learners. Hierarchical linear modeling was used to analyze survey responses of 16,137 ninth grade students in a large urban school district. Results show a positive relationship between the way a teacher organizes their classroom lessons and activities, the level of academic support, and student-teacher trust towards students perceiving they are in a community of engaged learners. These findings differ across student characteristics (e.g., race, sex, living in a high poverty neighborhood, special education status, grades). The findings suggest that teaching practices that are generally considered by educators within the profession as good instructional practices may also be key for creating a community of engaged learners. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1391477 |
| Database: | ERIC |
| Abstract: | Past research suggests that a sense of belonging to a community is developmentally important for adolescents and affects their engagement in school, especially during the transition to high school. However, little research examines the teaching practices that simultaneously foster classroom belonging and behavioral engagement to create a classroom community of engaged learners. This study investigates the association between specific teaching practices (i.e., lesson organization and structure, academic support, and student-teacher trust) related to students perceiving they are in a classroom community of engaged learners. Hierarchical linear modeling was used to analyze survey responses of 16,137 ninth grade students in a large urban school district. Results show a positive relationship between the way a teacher organizes their classroom lessons and activities, the level of academic support, and student-teacher trust towards students perceiving they are in a community of engaged learners. These findings differ across student characteristics (e.g., race, sex, living in a high poverty neighborhood, special education status, grades). The findings suggest that teaching practices that are generally considered by educators within the profession as good instructional practices may also be key for creating a community of engaged learners. |
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| ISSN: | 1059-308X 1059-308X |
