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Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study

Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students reach high school, interactions with specific teachers may not be salient determinants of engagement. In this study we examine the relationship between supportive relationships with teachers and engagement in high school math and science courses. Data on teacher support and engagement collected concurrently from a student’s math and science teachers allow us to examine the <i>within-student</i> association between supportive relationships and engagement. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study

The High School Journal , Volume 99 (2) – Jan 24, 2016

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157

Abstract

Supportive teacher-student relationships are associated with increased levels of engagement and higher levels of achievement. Yet, studies also show that higher achieving students typically receive the most encouragement. Moreover, many studies of teacher-student relationships pertain to elementary and middle school students; by the time students reach high school, interactions with specific teachers may not be salient determinants of engagement. In this study we examine the relationship between supportive relationships with teachers and engagement in high school math and science courses. Data on teacher support and engagement collected concurrently from a student’s math and science teachers allow us to examine the <i>within-student</i> association between supportive relationships and engagement.

Journal

The High School JournalUniversity of North Carolina Press

Published: Jan 24, 2016

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