Developmentally Responsive Teacher Practices Across the Middle-to-High School Transition

• In Event: Developmentally Responsive Practice in Middle-Level Schools

Abstract

In this yearlong qualitative multi-site case study, researchers identified how eighth and ninth-grade teacher practices may support students’ basic and developmental needs across the middle-to-high-school transition. Data were collected throughout 2009, including individual interviews, focus group interviews, observations, and archival data of 23 participants. Findings suggest relational and academic teacher practices may help to meet students’ needs across the transition. Emerging as the theme of this study, relational and academic teacher practices may help to meet students’ needs across the transition but these practices were not consistent from one school site to the other and the responsiveness of these practices also varied across sites.

Authors

• Bridget Mahoney, University of South Florida

• Michael DiCicco, University of South Florida

• Cheryl R. Ellerbrock, University of South Florida