Developmentally Responsive Teacher Practices across the Middle-to-High-School Transition

Document Type


Publication Date

Spring 2014


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