Title page for ETD etd-06162008-165556

Type of Document

Dissertation

Author

Baskerville, Jane Jiggetts

Author's Email Address

jjbask@comcast.net

URN

etd-06162008-165556

Title

What is the Relationship Between Teacher Practices Centering on the Provision of Involvement, Structure, and Autonomy Support and Student Engagement?

Degree

PhD

Department

Educational Leadership and Policy Studies

Advisory Committee

Advisor Name	Title
Alexander, M. David	Committee Member
Craig, James R.	Committee Member
Glenn, William J.	Committee Member
Twiford, Travis W.	Committee Member

Keywords

and autonomy support; relationships; student perfo
structure
student autonomy; proximal-level variables
competence
student engagement; teacher practices; involvement

Date of Defense

2008-06-02

Availability

unrestricted

Abstract

This study investigated the hypothesis that there is a relationship between teacher practices that focus on the provision of involvement, structure, and autonomy support and student engagement (Connell & Wellborn, 1991). The Classroom Assessment Scoring System (CLASS) (Pianta, R., Hamre, B., Haynes, N., Mintz, S., & La Paro, K., 2006) was used to assess practices of sixth, seventh, and eighth grade core teachers (N =17) in mathematics, English, science, and social studies in an economically-depressed, rural middle school setting. Student perceptions (N = 299) of relatedness, competence, and autonomy, and mathematics teachers’ (N = 5) perceptions of student engagement were assessed using the Research Assessment Package for Schools (RAPS) (IRRE, 1998). While the findings revealed that there were significant relationships between teacher practices that center on involvement, structure, and autonomy support and student engagement, the effect sizes were found to be low.

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