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

by Baskerville, Jane Jiggetts

Abstract (Summary)
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 teachersâ (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.
Bibliographical Information:

Advisor:Dr. M. David Alexander; Dr. James R. Craig, Chair; Dr. Travis W.Twiford; Dr. William J. Glenn

School:Virginia Polytechnic Institute and State University

School Location:USA - Virginia

Source Type:Master's Thesis

Keywords:educational leadership and policy studies


Date of Publication:07/10/2008

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