Correlation Between Strong Instructional And Emotional Support Provided By Classroom Teachers And The Decrease Of At Risk Of School

1332 Words Nov 6th, 2014 null Page
The purpose of this quantitative study was to determine whether there is a correlation between strong instructional and emotional support provided by classroom teachers and the decrease of at-risk of school failure indicators (i.e. low academic achievement, poor quality of relationships with teachers, and overall low quality of school experiences) with 1st grade students. The researchers hypothesized that (1) students in the at-risk groups would be more likely than children in low-risk groups to benefit from high levels of support from classroom teachers, and (2) that placement in high quality classrooms would help at-risk students catch up to their low-risk peers. Students were identified as at-risk based upon demographic behaviors identified by their Kindergarten teachers and the educational and socioeconomic status of their mothers. Using the Woodcock – Psycho-educational Battery Revised, CPTs (continuous performance tasks) , TRFs ( teacher report forms), SSRSs ( social skills rating system- teacher form), and the socio-economic status of mothers, the authors found that when compared to their low-risk counterparts, at-risk students who received strong instructional support from their teachers, performed commensurately with their low-risk counterparts who had not benefited from support. Additionally the researchers found that with strong emotional support, at-risk students and had similar teacher-student relationships as their low-risk counterparts. At-risk…

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