Evaluating an Initiative for Black and Latino Male High School Students: A Mixed-Methods Study

2017 ◽  
Author(s):  
Sarah Klevan ◽  
Adriana Villavicencio
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
School Students ◽  
Male High School ◽  
Latino Male ◽  
Black And Latino

Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study

2019 ◽  
Vol 40 (4) ◽  
pp. 499-536 ◽  
Author(s):  
Peter C. Scales ◽  
Kent Pekel ◽  
Jenna Sethi ◽  
Rachel Chamberlain ◽  
Martin Van Boekel
Keyword(s):  
High School ◽  
High School Students ◽  
Mixed Methods ◽  
Student Teacher ◽  
Academic Motivation ◽  
Mixed Methods Study ◽  
Developmental Relationships ◽  
School Students ◽  
Teacher Relationships ◽  
Student Teacher Relationships

Student-teacher relationships that improve over time may help slow or prevent declines in student motivation. In a diverse sample of 1,274 middle and high school students from three schools, this mixed-methods study found that those who improved in developmental relationships with teachers reported greater academic motivation, and more positive perceptions of school climate and instructional quality. Improvements in teacher-student relationships had some positive effects on students’ grade point averages (GPAs) but they varied by school as well as by aspect of the relationship measured. No differences by poverty status were seen in any of these results. Student focus groups yielded additional understanding of the actions and mechanisms through which student-teacher relationships improve. Results of this study suggest that if individual educators and entire school communities focus on strengthening student-teacher relationships, significant improvements can be made in students’ motivation, engagement, and performance.

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