Search results for: Bozack Amanda R.
Page 1/1 1 items
Research in the self-determination theoretical (SDT) tradition indicates that teachers’ autonomy-supportive behaviors result in students’ greater perceived academic competence, better academic performance, and increased achievement. This study describes autonomy-supportive teacher behaviors in schools participating in Comprehensive School Reform (CSR The authors rarely identified explicit instances of encouragement or teachers engaging the experiences, expertise, or perspective of students.
Updated: Dec. 22, 2008