Location
Additional Presentations- College of Behavioral and Social Sciences
Document Type and Release Option
Thesis Presentation (Restricted to Georgia Southern)
Faculty Mentor
Dr. Nicolette Rickert
Faculty Mentor Email
nrickert@georgiasouthern.edu
Presentation Year
2021
Start Date
26-4-2021 12:00 AM
End Date
30-4-2021 12:00 AM
Keywords
Georgia Southern University, Honors Symposium, Presentation
Description
Current research on teacher support in the classroom has found a positive relationship between student academic engagement and teacher involvement. The purpose of this study was to review the literature on how this relationship functions specifically for students within contexts of poverty and lower socioeconomic status. Students in these disadvantaged circumstances face challenges, such as insufficient resources at home and school, that put them at risk for poorer academic performance (Sirin, 2005; White, 1982). Determining how teacher support tactics positively impact students’ academic engagement will inform future educational interventions on how to tailor to the needs of students who are socioeconomically disadvantaged. Therefore, a systematic literature review was conducted and found that teacher support is present through both direct (i.e., praise) and indirect (i.e., classroom management) student support tactics, which are positively associated with academic engagement for disadvantaged students (Fang & Kalogeropoulos, 2020; Lee & Bierman, 2015; Reddy et al., 2019). While this review found evidence that increased teacher involvement positively predicts student engagement, future research should explore how to best utilize the direct and indirect effects of teacher support to maximize student academic engagement.
Academic Unit
College of Behavioral and Social Sciences
Effects of Teacher Support on Lower SES Youth Academic Engagement
Additional Presentations- College of Behavioral and Social Sciences
Current research on teacher support in the classroom has found a positive relationship between student academic engagement and teacher involvement. The purpose of this study was to review the literature on how this relationship functions specifically for students within contexts of poverty and lower socioeconomic status. Students in these disadvantaged circumstances face challenges, such as insufficient resources at home and school, that put them at risk for poorer academic performance (Sirin, 2005; White, 1982). Determining how teacher support tactics positively impact students’ academic engagement will inform future educational interventions on how to tailor to the needs of students who are socioeconomically disadvantaged. Therefore, a systematic literature review was conducted and found that teacher support is present through both direct (i.e., praise) and indirect (i.e., classroom management) student support tactics, which are positively associated with academic engagement for disadvantaged students (Fang & Kalogeropoulos, 2020; Lee & Bierman, 2015; Reddy et al., 2019). While this review found evidence that increased teacher involvement positively predicts student engagement, future research should explore how to best utilize the direct and indirect effects of teacher support to maximize student academic engagement.
Comments
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