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Changing teaching practices to promote achievement and bonding to school
R D Abbott1, J O'Donnell, J D Hawkins
1Department of Educational Psychology, University of Washington, Seattle, USA.
The American Journal of Orthopsychiatry
|November 11, 1998
Abstract:
An intervention to modify teaching practices in grades five and six was evaluated. Results showed that higher levels of teacher implementation of the modified practices favorably influenced students' levels of classroom opportunity, involvement, reinforcement, and bonding to school. Levels of academic achievement were also increased. The importance of assessing implementation in theory-guided experimental studies is discussed.