The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

Kiefer, Sarah M.; Ellerbrock, Cheryl R.; Alley, Kathleen M.

doi:10.1080/19404476.2014.11462114

Cited by 15 publications

(53 citation statements)

References 40 publications

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“…High teacher expectations tend to correlate with high student achievement (Figlio & Lucas, 2000), but this association is complex, involving diverse and/or subjective bidirectional influences between teachers and students. Aside from student achievement, teacher expectations also contribute to adolescent psychosocial well-being and student academic motivation (Ikeda, Crawford, & Woodward-Lopez, 2006; Kiefer et al, 2014).…”

Section: Teacher Expectationsmentioning

confidence: 99%

“…It is in the middle school environment that behaviors may emerge such as chronic absenteeism, failed courses, and school suspensions that can serve as robust indicators of subsequent high school dropout (Balfanz, MacIver, & Herzog, 2007). Given these challenges, middle school has been identified as an environment that may not adequately meet students’ needs and has been found uniquely difficult for educators, evidenced by high turnover rates among middle school teachers (Byrnes & Ruby, 2007; Clotfelter, Ladd, & Vigdor, 2007; Kiefer, Ellerbrock, & Alley, 2014; Marinell & Coca, 2013).…”

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confidence: 99%

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Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation

Williams

Giano

Merten

et al. 2019

The Journal of Early Adolescence

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Teacher expectations of students have been consistently linked with student academic achievement. What is less known is how students’ actual behaviors and performance shape teachers’ perceptions of them, particularly when considering student gender and race/ethnicity. A diverse dyadic sample of 1,653 seventh graders with 63 reporting teachers was used to examine how teaching experience, student behavioral citations, and grade point average were related to teachers’ perceptions of each student’s antisocial behavior, academic motivation, and likelihood of graduating high school. Results showed that more experienced teachers perceived students more positively, which in turn shaped more favorable perspectives of student graduation. Unsurprisingly, when students were cited for behavioral disruptions, they were perceived more negatively by teachers. Similarly, when students were more academically successful, teachers perceived them more positively. However, several nuances were found based on student gender and race/ethnicity that point to a potentially significant role of teacher expectations in student outcomes.

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Section: Teacher Expectationsmentioning

confidence: 99%

mentioning

confidence: 99%

Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation

Williams

Giano

Merten

et al. 2019

The Journal of Early Adolescence

View full text Add to dashboard Cite

show abstract

“…Empson (2014) examined second grade students' learning of base 10 concepts through a responsive teaching approach. Kiefer, Ellerbrock, & Alley (2014) examined the effects of responsive teaching strategies on middle school students in a variety of content areas. Responsive teaching has also been associated widely with teaching and learning mathematics and science concepts across the grade spectrum (e.g.…”

Section: Responding To Studentsmentioning

confidence: 99%

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

Kent¹

2017

INT J EDUC METHODOL

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Abstract:This article introduces a model entitled, "Responsive Teaching through Problem Posing" or RTPP, that addresses a type of reform oriented mathematics teaching based on posing relevant problems, positioning students as experts of mathematics, and facilitating discourse. RTPP incorporates decades of research on students' thinking in mathematics and more recent research on responsive teaching practices. Two classroom case studies are presented. A high school unit on functions is explored utilizing individual research on the part of the teacher to enact RTPP lessons. A middle school teacher enacts a RTPP lesson on proportions and utilizes this model to bridge students' incorrect additive reasoning strategies with correct multiplicative reasoning strategies. The results showed that both teachers were able to elevate students' roles in classroom discussions through implementation of RTPP. Individual research conducted by the high school teacher informed his RTPP approach while participation in professional development sessions with a classroom embedded component influenced the middle school teacher's enactment of RTPP lessons. Both teachers used specific teacher moves within RTPP to relinquish their role as mathematics experts in order to elevate their students' roles in classroom discussions. The RTPP cycle is offered as a potential model for studying mathematics teaching and learning across a variety of secondary mathematics classrooms.

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“…This finding is consistent with past research showing that students (especially those making transitions during early adolescence) benefit from knowing there is an adult in school who cares about their personal wellbeing and who is committed to their academic success ( Newman, Lohman, Newman, Myers, & Smith, 2000 ). Additionally, Keifer, Ellerbrock, and Alley (2014) underscored the value of building relationships that are perceived by middle level students as high in care, as students who feel adults in school care for them are more likely to report a range of positive student outcomes. Finally, Gorard and See (2011) suggested that supportive student-teacher relationships may be a potential source of enjoyment available to middle level students.…”

Section: Discussionmentioning

confidence: 99%

What Counts When it Comes to School Enjoyment and Aspiration in the Middle Grades

et al. 2016

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Young adolescents, and the middle level educators who work with them, face many exciting but demanding challenges during this key period of development. According to stage-environment fit theory, the degree to which middle grades students perceive a good fit between their school environment and their needs impacts their academic and life outcomes. The authors endeavored to build on middle level research by studying the extent to which students’ needs are supported by school environment factors and how this “fit” relates to two academic outcome variables: school enjoyment and aspiration. The sample consisted of middle grades students (N = 1,027) between the ages of 10 and 14. Hierarchical logistic regression analyses were conducted. After controlling for age, ethnicity, and gender, four subscales (Social Skills Needs, Mental Health Needs, Academic and Career Needs, and School Support) were entered as potential predictors. Both models were significant and accounted for ~20% of the variance. This study suggests that middle level educators, counselors, and administrators may benefit from considering ways to enhance the match between students’ and the middle grades’ learning environment, especially by considering non-academic factors as a way to provide indirect, but powerful, support for academic and life success.

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The Role of Responsive Teacher Practices in Supporting Academic Motivation at the Middle Level

Abstract: Abstract

Cited by 15 publications

References 40 publications

Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation

Middle School Teachers’ Academic and Behavioral Perceptions of Their Students and Expectations for High School Graduation

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

What Counts When it Comes to School Enjoyment and Aspiration in the Middle Grades

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