کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
363890 | 620763 | 2006 | 17 صفحه PDF | دانلود رایگان |
![عکس صفحه اول مقاله: Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children Peer assessments of normative and individual teacher–student support predict social acceptance and engagement among low-achieving children](/preview/png/363890.png)
This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher–student support and individual teacher–student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher–student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher–student support. Results are discussed in terms of implications for teacher preparation and professional development.
Journal: Journal of School Psychology - Volume 43, Issue 6, January 2006, Pages 447–463