Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition
Document Type
Article
Publication Date
Spring 2014
Abstract
In this year-long qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students' basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and artifact data of 23 participants. Findings suggest relational and academic teacher practices may help to meet students' needs across the transition but these practices were not consistent from one school site to the other and the responsiveness of these practices also varied across sites. Practices consistent with the warm demanding teaching stance may have promise for supporting students' needs during this period of schooling.
Citation / Publisher Attribution
Journal of Research in Education, v. 24, issue 1, p. 17-37
Scholar Commons Citation
Ellerbrock, Cheryl; Abbas, Bridget; and DiCicco, Michael, "Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition" (2014). Teaching and Learning Faculty Publications. 185.
https://digitalcommons.usf.edu/tal_facpub/185
