Teacher Support and the School Engagement of Latino Middle and High School Students at Risk of School Failure

By A. Brewster, G. Bowen. 2004

324 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/03f8849d12fc8d167f1fee2116ddd29d1069fc8e

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In Education

Citations in the corpus

Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “Evidence suggests that sense of belonging can play a pivotal role in students’ school engagement (Brewster & Bowen, 2004; Klem & Connell, 2004; Patrick et al., 2007; Tennant et al., 2014; Woolley & Bowen, 2007).”
RELATIONS AMONG SCHOOL ASSETS, INDIVIDUAL RESILIENCE, AND STUDENT ENGAGEMENT FOR YOUTH GROUPED BY LEVEL OF FAMILY FUNCTIONING (2008, background): “Brewster and Bowen (2004) found that both teacher support and parental influence significantly contributed to students’ engagement.”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “…with teachers and other adults in school have been shown to be an important predictor of student engagement across race, ethnicity, and class (e.g., Brewster & Bowen, 2004 ; Connell, Halpern-Felsher, Clifford, Crichlow, & Usinger, 1995 ; Connell, Spencer, & Aber, 1994 ; Garcia-Reid, Reid &…”
Measuring Perceived Teacher Support and Its Influence on Adolescent Career Development (2008, background): “…Seegers, 2005), academic effort and the pursuit of prosocial goals (Wentzel, 1997, 1998), problem behavior and perceptions of school as meaningful (Brewster & Bowen, 2004), girls’ confidence in science ability (Crombie, 1999), and psychological adjustment (i.e., depression and self-esteem;…”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “In a study of Latino high school students, teacher caring and support negatively predicted students’ problem behaviors and positively predicted perceived meaningfulness of school (Brewster & Bowen, 2004).”
Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. (2011, background): “Middle and high school students who report receiving support from teachers are engaged in school and avoid problem behaviors, such as truancy, arguing with teachers, and fighting with students (Brewster & Bowen, 2004; Powers, Bowen, & Rose, 2005; Rosenfeld, Richman, & Bowen, 2000).”
A phenomenographic investigation of teacher conceptions of student engagement in learning (2008, background): “Current strategies suggested to increase engagement are diverse including ones designed to increase student participation in extracurricular activities (Finn & Voelkl, 1993; Jordan & Nettles, 1999; O’Brien & Rollefson, 1995), enhance relationships with adults in the school and community ( Brewster &”
The grit effect: predicting retention in the military, the workplace, school and marriage (2013, background): “Graduation is also strongly predicted by situational factors, including school safety (DeLuca and Rosenbaum, 2000), teacher support (Catterall, 1998; Croninger and Lee, 2001; Lee and Burkam, 2003; Brewster and Bowen, 2004), parental support (McNeal, 1999), and peer support (Kasen et al., 1998).”
The role of parent, classmate, and teacher support in student engagement: Evidence from Ghana (2017, background): “…engagement, and these types of support have been specifically linked to improvement in mathematics (Azmitia et al., 2009), reading performance (Park and Bonner, 2008), appreciation of the school environment (Brewster and Bowen, 2004), and self-reported student sense of belonging (Adelabu, 2007).”
Longitudinal and Contextual Associations Between Teacher–Student Relationships and Student Engagement (2017, background): “…between teachers and students (TR) ● Higher attendance (r = .25 NS) d = 0.52 Studsrød and Bru (2012) General linear modeling; Pearson product– moment correlation Higher teachers’ emotional support ● Lower truancy (η2 = −.08 NS) NA ● Lower truancy (r = −.22**) d = 0.45 ● Lower class absence (η2 =…”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “In addition, empirical findings have produced salient social antecedents of engagement that include, for example, parents’ and teachers’ support (e.g., Perry, Liu, & Pabian, 2010; Wang & Holcombe, 2010; Wang & Eccles, 2013; Brewster & Bowen, 2004; Wang & Eccles, 2012b; Estell & Perdue, 2013).”
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, background): “…in the field of motivation (Ryan et al., 1994; Wentzel, 1998; Sanchez, Colon, & Esparza, 2005) and with findings pertaining to Latino youth (Brewster & Bowen, 2004) and suggest that having a warmth and closeness in teacher-student relationships is an important contributor to student…”
Teacher Support and Engagement in Math and Science: Evidence from the High School Longitudinal Study (2016, background): “Focusing on a different student population, Brewster and Bowen (2004) found that social support from teachers is an important factor in affective and behavioral aspects of school engagement among middle and high school Latino students identified as at risk of school failure.”
Teacher Support and Adolescents' Subjective Well-Being: A Mixed-Methods Investigation (2009, result): “Such research demonstrates the utility of examining the content of social support provided to youth and is consistent with other studies (e.g., Brewster & Bowen, 2004; Way, Reddy, & Rhodes, 2007) that have identified teachers as an important source of perceived social support.”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “There is compelling empirical evidence of the positive relationship between teacher emotional support and students’ academic engagement (Brewster & Bowen, 2004; Davidson & Phelan, 1999; Garcia-Reid, 2007; Green, Rhodes, Hirsch, Suarez-Orozco, & Camic, 2008; Hughes & Kwok, 2007; Marks, 2000;…”
School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “The important role of the teacher in supporting school belonging has been widely supported across a range of studies (Anderman, 2003; Bowen, Richman, Brewster, & Bowen, 1998; Brewster & Bowen, 2004; Garcia-Reid, 2007; Garcia-Reid et al., 2005; Hallinan, 2008; Shochet et al., 2007).”