Applying Baumrind's parenting typology to high schools: toward a middle-range theory of authoritative socialization

Pellerin, Lisa A.

doi:10.1016/j.ssresearch.2004.02.003

Cited by 120 publications

(110 citation statements)

References 18 publications

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“…These results add to previous studies finding that an authoritative school climate was associated with higher student engagement and academic achievement (Gill et al, 2004;J. Lee, 2012) as well as better attendance and higher graduation rates (Pellerin, 2005). Overall, this study supports a social-ecological perspective that school climate is an important factor in student academic outcomes (Thapa et al, 2013).…”

Section: Discussionsupporting

confidence: 84%

“…An authoritarian school might be characterized by a zero-tolerance philosophy of school discipline (American Psychological Association Zero Tolerance Task Force, 2008), similar to the rigid and controlling practices that Baumrind (1968) described in authoritarian parents. For example, Pellerin (2005) found that authoritarian schools emphasizing the use of punishment had higher rates of dropout than more authoritative schools.…”

Section: Authoritative School Climatementioning

confidence: 99%

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Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

2016

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This study tested the theory that an authoritative school climate characterized by disciplinary structure and student support is conducive to positive academic outcomes for middle and high school students. Multilevel multivariate modeling at student and school levels was conducted using school surveys completed by statewide samples of 39,364 students in Grades 7 and 8 in 423 middle schools and 48,027 students in Grades 9 through 12 in 323 high schools. Consistent with authoritative school climate theory, both higher disciplinary structure and student support were associated with higher student engagement in school, higher course grades, and higher educational aspirations at the student level in both samples. At the school level, higher disciplinary structure was associated with higher engagement, and higher student support was associated with higher engagement and grades in both samples. Overall, these findings add new evidence that an authoritative school climate is conducive to student academic success in middle and high schools.

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Section: Discussionsupporting

confidence: 84%

Section: Authoritative School Climatementioning

confidence: 99%

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

2016

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“…Authoritative adults, like authoritative parents (Baumrind 1991;Ertesvåg 2011;Pellerin 2005;Walker 2008;Wentzel 2002) approach children with warmth, tolerance and openness in the relationship, while establishing interpersonal values, norms and standards in social interactions. (2) The intervention is broad, including all staff members and parents in participating ECEC institutions, and eliciting commitment from local educational authorities characterized by a collective orientation.…”

Section: Being Together (Bt) Intervention Principlesmentioning

confidence: 99%

Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style

Omdal

2017

J Educ Change

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The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality interactions with children, while at the same time having a predictable structure with clear norms and social expectations in the learning environment. The purpose of this study was to investigate what helped the ECEC institutions to successfully implement the program principles and core components, and what were the challenges. The staff groups of seven Norwegian ECEC institutions in different municipalities who took part in the innovation were interviewed at the beginning and before the end of the first year of implementation. Data analysis identified five success criteria in the implementation process; strong commitment to the authoritative adult style, strong focus on the implementation process, advanced support systems, highly involved leaders, and a collective orientation. These elements resulted in a shared vision and an academically grounded practice in the ECEC institutions. Staff members without formal professional training and a lack of written documentation in the ECEC institutions should be given more consideration in further improvement of the capacity building.

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“…O modelo de Estilos Parentais proposto por Maccoby e Martin (1983) fornece uma boa base teórica para pautar a aná-lise dos estilos de professores, pois as dimensões "responsividade" e "exigência", analisadas por tal modelo, também estão presentes na interação professor-aluno (Gill, Ashton, & Algina, 2004;Pellerin, 2005;Walker, 2008). Além disso, o "controle coercitivo" também é importante de ser avaliado, sendo que diversos estudos fazem essa análise, muitas vezes descrita também como "confl ito" (Birch & Ladd, 1997;Hamre & Pianta, 2006;Ladd & Burgess, 2001;Pianta & Steinberg, 1992).…”

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Unidimensionalidade das escalas do Inventário de Estilos de Liderança de Professores - IELP

2016

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ResumoA análise fatorial exploratória pode ser utilizada para verifi car a unidimensionalidade de escalas construídas para avaliar aspectos referentes a dimensões específi cas da interação professor-aluno. O presente trabalho teve como objetivo demonstrar a avaliação da unidimensionalidade para as três Escalas (Responsividade, Exigência e Controle Coercitivo) do Inventário de Estilos de Liderança de Professores -IELP, utilizando-se os recursos da análise fatorial exploratória. Participaram dessa pesquisa 113 alunos de 4º e 5º anos do Ensino Fundamental, com idade entre 8 e 11 anos, provenientes de escolas pública e privada de municípios do interior do Paraná. Foi utilizado o IELP com os 70 itens. A aplicação do instrumento foi coletiva com grupos de, no máximo, 25 alunos, em salas de aula. Nos resultados foi constatada a distribuição normal dos dados e que as escalas que compõem o IELP são unidimensionais. Em função da análise das cargas fatoriais, o número de itens em cada Escala foi reduzido: na Responsividade passou de 22 para 21 itens, na Exigência passou de 22 para 16 e na Escala Controle Coercitivo, passou de 26 para 19 itens. Dessa forma, a nova versão do IELP fi cou com 56 itens que apresentaram carga fatorial > 0,3. Palavras-chave:Unidimensionalidade, análise fatorial exploratória, interação professor-aluno. Unidimensionality of the Scales of the Teacher Leadership Styles Inventory -TLSI AbstractExploratory factor analysis can be used to verify the unidimensionality of scales constructed to evaluate aspects related to specifi c dimensions of the teacher-student interaction. This study aimed to demonstrate the evaluation of unidimensionality for the three scales (Responsiveness, Demand and Coercive Control) of the Teacher Leadership Styles Inventory -TLSI, using exploratory factor analysis. Participants of the study were 113 students of the 4 th and 5 th years of elementary education, aged between 8 and 11 years, from public and private schools of cities in the state of Paraná. The 70 item TLSI was used. The application of the instrument was performed collectively with groups of no more than 25 students, in the classrooms. The results demonstrated the normal distribution of the data and that the scales that compose the TLSI are unidimensional. From the analysis of the factor loadings, the number of items

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Applying Baumrind's parenting typology to high schools: toward a middle-range theory of authoritative socialization

Cited by 120 publications

References 18 publications

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

Authoritative School Climate and Student Academic Engagement, Grades, and Aspirations in Middle and High Schools

Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style

Unidimensionalidade das escalas do Inventário de Estilos de Liderança de Professores - IELP

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