Article1998

Changing teaching practices to promote achievement and bonding to school.

J. David Hawkins · Sheryl A. Hemphill · Richard Kosterman · Richard F. Catalano

182 citations0/0 files storedAmerican Journal of Orthopsychiatry

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Early Childhood Education and Development Behavioral and Psychological Studies Educational Environments and Student Outcomes

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.

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References

1977Self-efficacy: Toward a unifying theory of behavioral change.1970Causes of Delinquency 1994Restructuring the Classroom: Conditions for Productive Small Groups 1994Reducing Risks for Mental Disorders 1979Human Characteristics and School Learning 1995Social Learning and Deviant Behavior: A Specific Test of a General Theory 1996The social development model: A theory of antisocial behavior.1985The social development model: An integrated approach to delinquency prevention

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2013Functional family therapy for adolescent behavior problems.2006The contribution of the Responsive Classroom Approach on children's academic achievement: Results from a three year longitudinal study 2010The importance of doing well in whatever you do: A commentary on the special section, “Implementation research in early childhood education”2010Implementation quality: Lessons learned in the context of the Head Start REDI trial 2008The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations

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