Changing teaching practices to promote achievement and bonding to school

摘要

An intervention to modify teaching practices in grades five and six was evaluated. Results showed that higher levels of teacher implementation of the modified prac- Tices favorably influenced students' levels of classroom opportunity, involement, Reinforcement, and bonding to school. Levels of academic achievement were also Increased. The importance of assessing implemention in theory-guided experi- Mental studies is discussed.