title: Peer assessments of normative and individual teacher-student support predict social acceptance and engagement among low-achieving children.
abstract: This study used hierarchical linear modeling to predict first grade students' peer acceptance, classroom engagement, and sense of school belonging from measures of normative classroom teacher-student support and individual teacher-student support. Participants were 509 (54.4% male) ethnically diverse, first grade children attending one of three Texas School districts (1 urban, 2 small city) who scored below their school district median on a measure of literacy administered at the beginning of first grade. Peer nominations from 5147 classmates were used to assess both normative and individual levels of teacher support. Normative classroom teacher-student support predicted children's peer acceptance and classroom engagement, above the effects of child gender, ethnic minority status, and individual teacher-student support. Results are discussed in terms of implications for teacher preparation and professional development.
authors.affiliation: Texas A&M University, 4225 TAMU, College Station, TX, United States.
authors.forename: Jan N
authors.initials: JN
authors.lastname: Hughes
authors.forename: Duan
authors.initials: D
authors.lastname: Zhang
authors.forename: Crystal R
authors.initials: CR
authors.lastname: Hill
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