title: Changing teaching practices to promote achievement and bonding to school.
abstract: An intervention to modify teaching practices in grades five and six was evaluated. Results showed 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.
authors.affiliation: Department of Educational Psychology, University of Washington, Seattle, USA.
authors.forename: R D
authors.initials: RD
authors.lastname: Abbott
authors.forename: J
authors.initials: J
authors.lastname: O'Donnell
authors.forename: J D
authors.initials: JD
authors.lastname: Hawkins
authors.forename: K G
authors.initials: KG
authors.lastname: Hill
authors.forename: R
authors.initials: R
authors.lastname: Kosterman
authors.forename: R F
authors.initials: RF
authors.lastname: Catalano
mesh_terms: D000293:Adolescent; D000294:Adolescent Behavior; D002648:Child; D003415:Crime / Q000517:prevention & control; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D012917:Social Adjustment; D019966:Substance-Related Disorders / Q000517:prevention & control; D013663:Teaching