Changing Teaching Practices to Promote Achievement and Bonding to School

An intervention to modify teaching practices in Grades 5 and 6 was evaluated. The intervention consisted of proactive classroom intervention, interactive teaching, and cooperative learning. Results show that higher levels of teacher implementation of the modified practices favorably influenced students' levels of classroom opportunity, involvement, reinforcement, and bonding to school. Levels of academic achievement were also increased. The importance of assessing implementation in theory-guided experimental studies is discussed.

U02/2016