Teacher–child relationships and academic achievement: A multilevel propensity score model approach

McCormick, Meghan P.; O’Connor, Erin; Cappella, Elise; McClowry, Sandee

doi:10.1016/j.jsp.2013.05.001

Cited by 124 publications

(84 citation statements)

References 54 publications

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“…For ethical reasons, random assignment to bullying victimization is not possible. Propensity score analysis (e.g., matching, stratification, and weighting) is an increasingly common method for creating equivalent groups on measured confounding variables in school psychology research (e.g., McCormick, O'Connor, Capella, & McClowry, 2013;Sullivan & Field, 2013). In addition, propensity score analysis allows researchers to address selection bias and estimate causal effects with increased certainty (Schneider, Carnoy, Kilpatrick, Schmidt, & Shavelson, 2007).…”

Section: Propensity Score Matchingmentioning

confidence: 99%

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

Werth

Nickerson

Aloe

et al. 2015

Journal of School Psychology

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Section: Propensity Score Matchingmentioning

confidence: 99%

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

Werth

Nickerson

Aloe

et al. 2015

Journal of School Psychology

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“…Although empirical studies illuminate the importance of both teacher-student relationships and peer connections on students' academic and behavioral outcomes (e.g., Baker, Grant & Morlock, 2008;Buhs et al, 2006;McCormick, O'Connor, Cappella & McClowry, 2013), most studies focus on only one type of relationship. Yet, initial evidence from samples of young children and adolescents (not elementary age students) suggests both teacher-student and peer relationships uniquely contribute to students' behavioral engagement (Ladd et al, 1999;Wentzel et al, 2010).…”

Section: Supportive Social Processes: Role Of Individual Relationshipmentioning

confidence: 99%

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Kim

Cappella

2016

American J of Comm Psychol

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Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools.

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“…La atención especial por parte de los docentes a los alumnos con bajo rendimiento es un elemento fundamental para reducir las desigualdades de logro educativo al mismo tiempo que favorece que todos los alumnos consigan las metas de aprendizaje establecidas en el currículo o aquéllas a las que el docente ha puesto especial interés (Brookhart, 2011;Huang& Moon, 2009;Kingston & Nash, 2011;McCormick, O'Connor, Cappella, & McClowry, 2013;Ottmar, Decker, Cameron, Curby, & Rimm-Kaufman, 2014;WyattSmith & Cumming, 2009). Por tanto, un papel fundamental en el desempeño de los docentes consiste en la realización de actividades específicas para aquellos alumnos que están en riesgo (Boonen, Van Damme, & Onghena, 2014;Campbell, Kyriakides, Muijs, & Robinson, 2004;Muñoz, Scoskie, & French, 2013;Robinson & Campbell, 2010).…”

Section: Estrategias Para El Aprendizajeunclassified

Escuelas de Alto y Bajo Valor Añadido. Perfiles Diferenciales de las Secundarias en Baja California

Castro-Morera

García-Medina²,

Zúñiga³

et al. 2015

EPAA

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Contextual value-added models have been serving as a tool for the development of evaluation systems based on accountability. However, the study of school’s contribution after controlling for background characteristics related to the socio-cultural level of students and schools (technically called residuals) can also serve to identify and study the good educational practices of those centers that promote student performance more beyond that expected for their socio-cultural conditions starting. The aim of this article is differentially describe the characteristics of these secondary schools in the state of Baja California (Mexico). For this we have used the information from the instruments that belong to the Estrategia Evaluativa Integral for 2010 and 2011. The results show that schools that promote beyond the expected performance of their students are characterized among students there are higher levels democratic coexistence, sense of belonging, self-reliance and school expectations; likewise, Math teachers give them more support when students have doubts and offer them a richer feedback. Surprisingly, high and low value-add schools do not differ in the type of activities that teachers do with students of low achievement. This article is a good illustration of the many uses that can be given to the contextual value-added models.

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Teacher–child relationships and academic achievement: A multilevel propensity score model approach

Cited by 124 publications

References 54 publications

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis

Mapping the Social World of Classrooms: A Multi‐Level, Multi‐Reporter Approach to Social Processes and Behavioral Engagement

Escuelas de Alto y Bajo Valor Añadido. Perfiles Diferenciales de las Secundarias en Baja California

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