Measuring authoritative teaching

Ertesvåg, Sigrun K.

doi:10.1016/j.tate.2010.07.002

Cited by 51 publications

(23 citation statements)

References 55 publications

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“…The merit of the interpersonal model is that it takes both influence and affiliation into account. Educational researchers have demonstrated that an effective teacher–student relationship is characterized by a combination of high levels of influence and affiliation (Ertesvåg, ; Walker, ; Wentzel, ; Wubbels et al ., ), with influence being especially positively related to students' cognitive learning outcomes, and affiliation to students' motivation (Brekelmans, ; Walker, ; Woolfolk Hoy & Weinstein, ). Brekelmans et al .…”

Section: Introductionmentioning

confidence: 99%

How pre‐service teachers' personality traits, self‐efficacy, and discipline strategies contribute to the teacher–student relationship

Jong

Mainhard

Tartwijk

et al. 2013

Brit J of Edu Psychol

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This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice.

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Section: Introductionmentioning

confidence: 99%

How pre‐service teachers' personality traits, self‐efficacy, and discipline strategies contribute to the teacher–student relationship

Jong

Mainhard

Tartwijk

et al. 2013

Brit J of Edu Psychol

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“…Ertesvag (2011) demonstrated that a two-dimensional model of authoritative teach ing had good psychometric properties and sta bility over 2 years. Ertesvag (2011) demonstrated that a two-dimensional model of authoritative teach ing had good psychometric properties and sta bility over 2 years.…”

mentioning

confidence: 98%

Multilevel multi-informant structure of the Authoritative School Climate Survey.

Konold

Cornell

Huang

et al. 2014

School Psychology Quarterly

107

151

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The Authoritative School Climate Survey was designed to provide schools with a brief assessment of 2 key characteristics of school climate--disciplinary structure and student support--that are hypothesized to influence 2 important school climate outcomes--student engagement and prevalence of teasing and bullying in school. The factor structure of these 4 constructs was examined with exploratory and confirmatory factor analyses in a statewide sample of 39,364 students (Grades 7 and 8) attending 423 schools. Notably, the analyses used a multilevel structural approach to model the nesting of students in schools for purposes of evaluating factor structure, demonstrating convergent and concurrent validity and gauging the structural invariance of concurrent validity coefficients across gender. These findings provide schools with a core group of school climate measures guided by authoritative discipline theory.

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“…16 to the Storting 2006Storting -2007Report no. 18 to the Storting 2010-2011. Nevertheless, there are significant quality disparities among Norwegian ECEC institutions and many children with special needs do not receive the help they need in time (Report no.…”

Section: The Norwegian Ecec Contextmentioning

confidence: 99%

“…BT is an early intervention approach to the promotion of social and emotional development in preschoolers (aged 1-5 years) by implementing an authoritative adult style in the institution (e.g. Baumrind 1991;Ertesvåg 2011;Wentzel 2002). The authoritative adult attempts to build a warm and predictable relationship with the child, while communicating clear expectations, rules and structures in the learning environment, so that the child may develop a secure pattern of attachment with the caregiver (Bretherton and Parke 1992).…”

Section: The Norwegian Ecec Contextmentioning

confidence: 99%

“…Authoritative adults, like authoritative parents (Baumrind 1991;Ertesvåg 2011;Pellerin 2005;Walker 2008;Wentzel 2002) approach children with warmth, tolerance and openness in the relationship, while establishing interpersonal values, norms and standards in social interactions. (2) The intervention is broad, including all staff members and parents in participating ECEC institutions, and eliciting commitment from local educational authorities characterized by a collective orientation.…”

Section: Being Together (Bt) Intervention Principlesmentioning

confidence: 99%

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Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style

Omdal

2017

J Educ Change

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The being together intervention intends to raise teacher capacity in Norwegian Early Childhood Education and Care (ECEC) institutions and promote social and emotional development in preschoolers by implementing an authoritative (warm and predictable) adult style in the institution. An authoritative adult balances between building up high quality interactions with children, while at the same time having a predictable structure with clear norms and social expectations in the learning environment. The purpose of this study was to investigate what helped the ECEC institutions to successfully implement the program principles and core components, and what were the challenges. The staff groups of seven Norwegian ECEC institutions in different municipalities who took part in the innovation were interviewed at the beginning and before the end of the first year of implementation. Data analysis identified five success criteria in the implementation process; strong commitment to the authoritative adult style, strong focus on the implementation process, advanced support systems, highly involved leaders, and a collective orientation. These elements resulted in a shared vision and an academically grounded practice in the ECEC institutions. Staff members without formal professional training and a lack of written documentation in the ECEC institutions should be given more consideration in further improvement of the capacity building.

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Measuring authoritative teaching

Cited by 51 publications

References 55 publications

How pre‐service teachers' personality traits, self‐efficacy, and discipline strategies contribute to the teacher–student relationship

How pre‐service teachers' personality traits, self‐efficacy, and discipline strategies contribute to the teacher–student relationship

Multilevel multi-informant structure of the Authoritative School Climate Survey.

Creating teacher capacity in Early Childhood Education and Care institutions implementing an authoritative adult style

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