What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?

This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachers' (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.

Name thesis:degree_name

Ph. D.

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2008

Author dc:creator

• Baskerville, Jane Jiggetts

Committee members dc:contributor.committeemember

• Alexander, M. David
• Craig, James Richard
• Twiford, Travis W.
• Glenn, William J.

• autonomy support
• relationships
• student performance
• structure
• student autonomy
• proximal-level variables
• competence
• student engagement
• teacher practices
• involvement

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-06162008-165556

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/28056