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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
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
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  Data: The Association between Teaching Practices and Students' Perceptions of Being in a Classroom Community of Engaged Learners
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  Data: <searchLink fieldCode="AR" term="%22Keyes%2C+Tasha+Seneca%22">Keyes, Tasha Seneca</searchLink><br /><searchLink fieldCode="AR" term="%22Heath%2C+Ryan+D%2E%22">Heath, Ryan D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Community+Journal%22"><i>School Community Journal</i></searchLink>. 2023 33(1):251-278.
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  Data: Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+Community%22">Sense of Community</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hierarchical+Linear+Modeling%22">Hierarchical Linear Modeling</searchLink><br /><searchLink fieldCode="DE" term="%22Urban+Schools%22">Urban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Illinois+%28Chicago%29%22">Illinois (Chicago)</searchLink>
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  Data: 1059-308X<br />1059-308X
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: EJ1391477
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 251
    Subjects:
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Sense of Community
        Type: general
      – SubjectFull: Grade 9
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Hierarchical Linear Modeling
        Type: general
      – SubjectFull: Urban Schools
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Student Characteristics
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      – SubjectFull: Individual Differences
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      – SubjectFull: Illinois (Chicago)
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      – TitleFull: The Association between Teaching Practices and Students' Perceptions of Being in a Classroom Community of Engaged Learners
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            NameFull: Keyes, Tasha Seneca
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              Type: published
              Y: 2023
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