Toward Positive Youth Development: Transforming Schools and Community Programs
Published:
2008
Online ISBN:
9780199301478
Print ISBN:
9780195327892
Contents
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Underperformance of the Classroom Setting as a Context for Youth Development Underperformance of the Classroom Setting as a Context for Youth Development
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A Theory of Classroom Settings A Theory of Classroom Settings
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Relational Supports Relational Supports
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Autonomy/Competence Supports Autonomy/Competence Supports
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Relevance Relevance
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Changing Interactions Between Teachers and Students in Classrooms Changing Interactions Between Teachers and Students in Classrooms
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Prior Efforts: The Shortcomings of Traditional Professional Development Prior Efforts: The Shortcomings of Traditional Professional Development
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Putting “Development” Back Into Professional Development Putting “Development” Back Into Professional Development
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MyTeachingPartner MyTeachingPartner
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Measurement of Setting-Level Processes—A Lever and a Target for Change Measurement of Setting-Level Processes—A Lever and a Target for Change
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Summary and Conclusions Summary and Conclusions
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References References
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15 The Co-Construction of Educational Reform: The Intersection of Federal, State, and Local Contexts
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17 The Youth Data Archive: Integrating Data to Assess Social Settings in a Societal Sector Framework
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Chapter
2 Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students
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Pages
21–39
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Published:June 2008
Cite
Pianta, Robert C., and Joseph P. Allen, 'Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students', in Marybeth Shinn, and Hirokazu Yoshikawa (eds), Toward Positive Youth Development: Transforming Schools and Community Programs (New York , 2008; online edn, Oxford Academic, 1 Apr. 2010), https://doi.org/10.1093/acprof:oso/9780195327892.003.0002, accessed 19 Apr. 2024.
Abstract
This chapter describes how teachers' social and instructional interactions with students affect their learning and social development, and how a professional development intervention can improve the quality of these interactions. Three particularly important classroom processes are described: supportive relationships between teachers and students; supports for autonomy; and relevance to youth's everyday lives. A teacher professional-development (My Teaching Partner) that targets these classroom processes for improvement is described, as well as a well-validated measure of them (the Classroom Assessment Scoring System, or CLASS).
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