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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