The defining features of teacher talk within autonomy-supportive classroom management

Wallace, Tanner LeBaron; Sung, Hannah C.; Williams, Jasmine D.

doi:10.1016/j.tate.2014.04.005

Cited by 36 publications

(31 citation statements)

References 29 publications

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“…However, when family support was low, disruption was greater (or lesser) as students' perception of coercive treatment from teachers increased (or decreased). These results coincide with those obtained in the majority of research published in recent decades in this area regarding the role of coercion, which has reported that not only does coercion frequently not reduce misbehaviour levels; it even increases them (Demanet et al, 2012;Jennings et al, 2009;Morrison, 2018;Slocum et al, 2017;Wallace et al, 2014;Sun, 2015;Wang & Degol, 2016).…”

Section: Article In Presssupporting

confidence: 90%

“…Students themselves tend to put down their own misbehaviour to a lack of support and acknowledgement from teachers (Bru et al, 2002;Honkasilta et al, 2016;Lewis, 2001). In contrast, when teachers support students and manage disruptions with more varied and positive strategies, their students are more likely to participate in on-task behaviour and to reduce their misbehaviour (Jennings & Greenberg, 2009;Sun, 2015;Wallace et al, 2014). In relation to this, it is worth considering the higher frequency of student misbehaviour found at highschool level (Nickerson & Martens, 2008), possibly associated with a mismatch between school climate and the needs of developing adolescents (Eccles et al, 1993;Wang & Eccles, 2012), such as the increased control of teachers as opposed to students' strong need for autonomy.…”

Section: Disruption-coercion Escalations In Student-teacher Relationsmentioning

confidence: 99%

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Student Misbehaviour and School Climate: A Multilevel Study

Martínez-Fernández

Díaz-Aguado

Chacón

et al. 2020

Psicología Educativa

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This study examines how teacher perceptions of student misbehaviour correlate with their perceptions of school climate and student self-reports, using multi-informant two-level multilevel modelling. School climate questionnaires completed by 4,055 teachers and 16,017 students (1 rd to 4 th year of compulsory secondary education from 187 schools) showed that teachers' characteristics are marginally related to perceived disruption. Fair rules and support of students' families acted as protective factors, while a lack of educational leadership was a risk factor. Furthermore, the student variable of pro-violence messages from parents acted as a moderator for leadership and rules, while perceived coercive treatment from teachers acted as a moderator for family support of teachers. La conducta disruptiva y el clima escolar: un estudio multinivel R E S U M E N Esta investigación examina en qué medida la percepción del profesorado sobre el comportamiento disruptivo correlaciona con la percepción del clima escolar y los autoinformes del alumnado, mediante una modelización multi-informante y multinivel. Los cuestionarios sobre el clima escolar, cumplimentados por 4,055 profesores y 16,017 estudiantes (de 1º a 4º curso de Educación Secundaria Obligatoria pertenecientes a 187 centros educativos), muestran que las características de los profesores se relacionan solo marginalmente con la disrupción percibida. La existencia de unas reglas justas y el apoyo de las familias de los estudiantes se mostraron como factores de protección, mientras que la ausencia de un adecuado liderazgo en el equipo directivo aparecía como factor de riesgo. Además, los mensajes que los alumnos reciben de sus padres a favor de la violencia actuaron como moderadores del liderazgo y las reglas, mientras que el trato coercitivo de los profesores que percibían los estudiantes actuó de moderador del apoyo de la familia hacia el profesorado. Palabras clave: Disrupción Adolescentes Reglas de convivencia justas Relación profesor-estudiante Relación familia-escuela Estudio multinivel ARTICLE IN PRESS 8 M. B. Martínez-Fernández et al. / Psicología Educativa (2020) xx(x) xx-xx ARTICLE IN PRESS that students sometimes or often "cause problems and interrupt class" ((Díaz-Aguado, et al., 2010).

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Section: Article In Presssupporting

confidence: 90%

Section: Disruption-coercion Escalations In Student-teacher Relationsmentioning

confidence: 99%

Student Misbehaviour and School Climate: A Multilevel Study

Martínez-Fernández

Díaz-Aguado

Chacón

et al. 2020

Psicología Educativa

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“…In addition, in the design of MET, several classroom observation protocols were used without an underlying rationale. The protocols, for example, emphasize teacher over student behavior, even when peer supports constitute strong indicators of teaching effectiveness (Wallace, Sung & Williams, 2014;Webb et al, 2008). Similarly, the protocols are limited in their ability to address contextual or cultural dimensions of teaching (Jensen, Grajeda & Haertel, 2018), or the ways teachers differentiate instruction from one student to another (e.g., Connor et al, 2011).…”

Section: Recommendation 1: Designs Of Large-scale Studies Should Reflmentioning

confidence: 99%

Complexity and scale in teaching effectiveness research: Reflections from the MET Study

Jensen

Wallace

Steinberg

et al. 2019

EPAA

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Researchers and policymakers in the US and beyond increasingly seek to identify teaching qualities that are associated with academic achievement gains for K-12 students through effectiveness studies. Yet teaching quality varies with academic content and social contexts, involves multiple participants, and requires a range of skills, knowledge, and dispositions. In this essay, we address the inescapable tension between complexity and scale in research on teaching effectiveness. We provide five recommendations to study designers and analysts to manage this tension to enhance effectiveness research, drawing on our recent experiences as the first external analysts of the Measures of Effective Teaching (MET) study. Our recommendations address conceptual framing, the measurement of teaching (e.g., observation protocols, student surveys), sampling, classroom videoing, and the use and interpretation of value-added models.

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“…It has been reported that humiliation, insults, blame, and threats from elementary schoolteachers lead to unpleasurable emotions in children, while eulogies, praise, and encouragement lead to pleasurable emotions (Aliyev, Karakus, & Ulus, 2013). Ithas also been reported that the supportive actions of junior high school teachers, such as those supporting a student's strategies and encouraging social constructs that support students, improved the students' motivational and management abilities (Wallace, Sung, & Williams, 2014). Sugawara, Tanaka, Okazaki, Watanabe, and Sasato (2012) examined the effects of praise on motor learning using a serial finger-tapping task.…”

Section: Effects Of Pleasant or Unpleasant Feedbackmentioning

confidence: 99%

Effects of Pleasant or Unpleasant Feedback Messages on the Learning of Timing

Ishikura¹

2017

APE

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We investigated the effects of pleasurable and unpleasurable messages on the learning of timing using a ten-key pressing task. The messages affected the participants' emotions and provided them with knowledge of the results (KR). A total of 42 university students participated in this experiment. They were divided into three groups: the pleasurable message group (PMG), the unpleasurable message group (UMG), and the control group (CG). Participants were required to 1) press "2", "4", "8", and "6" in order on the ten-key pad, 2) finish within 1100 ms of pressing "2", and 3) press with relative time intervals of 22.2%, 44.4%, and 33.3%. All groups were provided with the following KR after every practice trial: total time and relative time intervals. Participants in the PMG and UMG groups were provided with pleasurable or unpleasurable messages, respectively, if their total times were within ±5% of the range, or when any of their time intervals fell outside of ±10% of the range. Three pretest trials, 30 practice trials, and three posttest trials were performed on Day 1. Three retention trials and 3 transfer trials were performed on Day 2. The transfer trials total time was 1800 ms, and that of the relative time interval was the same as on Day 1. The results indicate that although all groups learned the timing task, the UMG had higher variable and root mean square errors on the transfer test compared to the PMG and CG. These results suggest that unpleasurable messages are disadvantageous for learning stable timing during the ten-key pressing task because unpleasurable emotions may negatively affect cognitive processing.

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The defining features of teacher talk within autonomy-supportive classroom management

Cited by 36 publications

References 29 publications

Student Misbehaviour and School Climate: A Multilevel Study

Student Misbehaviour and School Climate: A Multilevel Study

Complexity and scale in teaching effectiveness research: Reflections from the MET Study

Effects of Pleasant or Unpleasant Feedback Messages on the Learning of Timing

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