Search results for: Anderman Lynley H.

The goal of this study was to identify high school teachers who were perceived by their students as creating classroom contexts that were particularly supportive of students’ motivation and learning, and to describe their practice. The participants were 2,864 students in Grades 9–12 from three high schools and 4 of their teachers. Analysis of the field notes suggested a model that consists of three core themes: supporting understanding, building and maintaining rapport, and managing the classroom. Within this framework, a number of the teacher practices described served more than one of these three functions, and some, such as teacher movement and the use of varied participation structures, served all three.