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Toward Positive Youth DevelopmentTransforming Schools and Community Programs$
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Marybeth Shinn and Hirokazu Yoshikawa

Print publication date: 2008

Print ISBN-13: 9780195327892

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195327892.001.0001

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Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students

Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students

Chapter:
(p.21) Chapter 2 Building Capacity for Positive Youth Development in Secondary School Classrooms: Changing Teachers’ Interactions With Students
Source:
Toward Positive Youth Development
Author(s):

Robert C. Pianta

Joseph P. Allen

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195327892.003.0002

This chapter describes how teachers' social and instructional interactions with students affect their learning and social development, and how a professional development intervention can improve the quality of these interactions. Three particularly important classroom processes are described: supportive relationships between teachers and students; supports for autonomy; and relevance to youth's everyday lives. A teacher professional-development (My Teaching Partner) that targets these classroom processes for improvement is described, as well as a well-validated measure of them (the Classroom Assessment Scoring System, or CLASS).

Keywords:   social settings, classroom practices, schools, school climate, instructional practices, teacher-student relationships, professional development

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