Page 214 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 214
ear ly school leaving: contempor ary european perspectives
When teachers create a warm and autonomy-supportive classroom envi-
ronment, they provide a climate that nurtures students’ motivation di-
rectly, indirectly also affecting students’ achievements and persistence
(e.g. Moos, 1978; Ryan, Stiller, & Lynch, 1994; Wentzel, 1997; Barnas, 2001;
Walker, 2008; Wentzel, 2002). Moreover, focusing on teachers’ teaching
style can work as an effective ESL intervention and prevention strategy
(Fallu & Janosz, 2003) to be considered and presented to teachers and oth-
er school professionals.
References
Archer, L. & Yamashita, H. (2003). ‘Knowing their limits’? Identities, inequali-
ties and inner city school leavers’ post-16 aspirations, Journal of Education
Policy, 18(1), 53–69.
Barclay, J. R., & Doll, B. (2001). Early prospective studies of the high school
dropout. School Psychology Quarterly, 16(4), 357.
Barrington, B. L., & Hendricks, B. (1989). Differentiating characteristics of high
school graduates, dropouts, and nongraduates. The Journal of Educational
Research, 82(6), 309–319.
Barnas, M. (2001). ‘Parenting’ students: Applying developmental psychology
to the classroom. Teaching Psychology, 27, 276–277.
Basow, S. A., Phelan, J. E., & Capotosto, L. (2006). Gender patterns in college
students’ choices of their best and worst professors. Psychology of Women
Quarterly, 30(1), 25–35.
Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors:
Are female and male professors rated differently? Journal of Educational
Psychology, 79(3), 308.
Bassett, J. F., Snyder, T. L., Rogers, D. T., & Collins, C. L. (2013). Permissive, au-
thoritarian, and authoritative instructors: Applying the concept of parent-
ing styles to the college classroom. Individual Differences Research, 11(1),
1–11.
Battin-Pearson, S., Newcomb, M., Abbott, R., Hill, K., Catalano, R., &
Hawkings, J. (2000). Predictors of early high school dropout: A test of five
theories. Journal of Educational Psychology, 3, 568–582.
Baumrind, D. (1967). Child care practices anteceding three patterns of pre-
school behavior. Genetic Psychology Monographs, 75, 43–88.
Baumrind, D. (1971). Current patterns of parental authority. Developmental
Psychology, 4 (1/2), 1–103.
214
When teachers create a warm and autonomy-supportive classroom envi-
ronment, they provide a climate that nurtures students’ motivation di-
rectly, indirectly also affecting students’ achievements and persistence
(e.g. Moos, 1978; Ryan, Stiller, & Lynch, 1994; Wentzel, 1997; Barnas, 2001;
Walker, 2008; Wentzel, 2002). Moreover, focusing on teachers’ teaching
style can work as an effective ESL intervention and prevention strategy
(Fallu & Janosz, 2003) to be considered and presented to teachers and oth-
er school professionals.
References
Archer, L. & Yamashita, H. (2003). ‘Knowing their limits’? Identities, inequali-
ties and inner city school leavers’ post-16 aspirations, Journal of Education
Policy, 18(1), 53–69.
Barclay, J. R., & Doll, B. (2001). Early prospective studies of the high school
dropout. School Psychology Quarterly, 16(4), 357.
Barrington, B. L., & Hendricks, B. (1989). Differentiating characteristics of high
school graduates, dropouts, and nongraduates. The Journal of Educational
Research, 82(6), 309–319.
Barnas, M. (2001). ‘Parenting’ students: Applying developmental psychology
to the classroom. Teaching Psychology, 27, 276–277.
Basow, S. A., Phelan, J. E., & Capotosto, L. (2006). Gender patterns in college
students’ choices of their best and worst professors. Psychology of Women
Quarterly, 30(1), 25–35.
Basow, S. A., & Silberg, N. T. (1987). Student evaluations of college professors:
Are female and male professors rated differently? Journal of Educational
Psychology, 79(3), 308.
Bassett, J. F., Snyder, T. L., Rogers, D. T., & Collins, C. L. (2013). Permissive, au-
thoritarian, and authoritative instructors: Applying the concept of parent-
ing styles to the college classroom. Individual Differences Research, 11(1),
1–11.
Battin-Pearson, S., Newcomb, M., Abbott, R., Hill, K., Catalano, R., &
Hawkings, J. (2000). Predictors of early high school dropout: A test of five
theories. Journal of Educational Psychology, 3, 568–582.
Baumrind, D. (1967). Child care practices anteceding three patterns of pre-
school behavior. Genetic Psychology Monographs, 75, 43–88.
Baumrind, D. (1971). Current patterns of parental authority. Developmental
Psychology, 4 (1/2), 1–103.
214
