Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science
Abstract
Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, especially in science, and may be a negative moderator of perceived need-supportive teaching. Using...
Paper Details
Title
Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science
Published Date
Oct 1, 2021
Journal
Volume
75
Pages
101498 - 101498
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