In:
Teachers College Record: The Voice of Scholarship in Education, SAGE Publications, Vol. 105, No. 8 ( 2003-07), p. 1521-1558
Abstract:
Observations of the first days of school in eight sixth-grade classrooms identified three different classroom environments. In supportive environments teachers expressed enthusiasm for learning, were respectful, used humor, and voiced expectations that all students would learn. In ambiguous environments teachers were inconsistent in their support and focus on learning and exercised contradictory forms of management. In nonsupportive environments teachers emphasized extrinsic reasons for learning, forewarned that learning would be difficult and that students might cheat or misbehave, and exercised authoritarian control. Teachers’ patterns of motivational and organizational discourse during math classes near the end of the year were consistent with the messages they expressed at the beginning of the year. When student reports of avoidance behaviors in math from fall and spring were compared with the qualitative analyses of these environments, students in supportive classrooms reported engaging in significantly less avoidance behavior than students in ambiguous or nonsupportive environments.
Type of Medium:
Online Resource
ISSN:
0161-4681
,
1467-9620
DOI:
10.1177/016146810310500804
Language:
English
Publisher:
SAGE Publications
Publication Date:
2003
SSG:
5,3
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