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The role of teacher trust in segregated elementary schools : a multilevel repeated measures examination

Lisa Dewulf (UGent) , Johan van Braak (UGent) and Mieke Van Houtte (UGent)
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Abstract
This study aims to investigate how teachers’ trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students in the class, and teachers’ trust in their students relate to reading comprehension achievement and learning growth. A 3-level multivariate repeated measures analysis was conducted. At 2 measurement occasions, reading tests and questionnaires were administered to a sample (n = 417) of 7- and 8-year-old students in 32 classes. Teachers’ trust in their students was found to be a key factor relating to learning growth in reading comprehension, and mediated the relationship between the level of ethnic diversity in the class and learning growth. Teachers with a higher level of trust in their students seem to foster more learning growth in reading comprehension.
Keywords
class composition, teacher trust, school segregation, learning growth, Elementary school

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Chicago
Dewulf, Lisa, Johan van Braak, and Mieke Van Houtte. 2017. “The Role of Teacher Trust in Segregated Elementary Schools : a Multilevel Repeated Measures Examination.” School Effectiveness and School Improvement 28 (2): 259–275.
APA
Dewulf, L., van Braak, J., & Van Houtte, M. (2017). The role of teacher trust in segregated elementary schools : a multilevel repeated measures examination. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT, 28(2), 259–275.
Vancouver
1.
Dewulf L, van Braak J, Van Houtte M. The role of teacher trust in segregated elementary schools : a multilevel repeated measures examination. SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS; 2017;28(2):259–75.
MLA
Dewulf, Lisa, Johan van Braak, and Mieke Van Houtte. “The Role of Teacher Trust in Segregated Elementary Schools : a Multilevel Repeated Measures Examination.” SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT 28.2 (2017): 259–275. Print.
@article{8166960,
  abstract     = {This study aims to investigate how teachers{\textquoteright} trust in their students relates to reading comprehension achievement in socially and ethnically segregated elementary schools in Flanders (Belgium) by taking into account class composition characteristics. It is examined how student variables, ethnic diversity and the proportion of non-native students in the class, and teachers{\textquoteright} trust in their students relate to reading comprehension achievement and learning growth. A 3-level multivariate repeated measures analysis was conducted. At 2 measurement occasions, reading tests and questionnaires were administered to a sample (n = 417) of 7- and 8-year-old students in 32 classes. Teachers{\textquoteright} trust in their students was found to be a key factor relating to learning growth in reading comprehension, and mediated the relationship between the level of ethnic diversity in the class and learning growth. Teachers with a higher level of trust in their students seem to foster more learning growth in reading comprehension.},
  author       = {Dewulf, Lisa and van Braak, Johan and Van Houtte, Mieke},
  issn         = {0924-3453},
  journal      = {SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT},
  language     = {eng},
  number       = {2},
  pages        = {259--275},
  publisher    = {ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS},
  title        = {The role of teacher trust in segregated elementary schools : a multilevel repeated measures examination},
  url          = {http://dx.doi.org/10.1080/09243453.2016.1260599},
  volume       = {28},
  year         = {2017},
}

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