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Gepubliceerd in: Journal of Youth and Adolescence 3/2012

01-03-2012 | Empirical Research

Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives

Auteurs: John P. Barile, Dana K. Donohue, Elizabeth R. Anthony, Andrew M. Baker, Scott R. Weaver, Christopher C. Henrich

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 3/2012

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Abstract

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’ senior year. These findings are discussed in light of their educational policy implications.
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Metagegevens
Titel
Teacher–Student Relationship Climate and School Outcomes: Implications for Educational Policy Initiatives
Auteurs
John P. Barile
Dana K. Donohue
Elizabeth R. Anthony
Andrew M. Baker
Scott R. Weaver
Christopher C. Henrich
Publicatiedatum
01-03-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 3/2012
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-011-9652-8