[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-639238-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-639238-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","warmth-and-demand-the-relation-between-students-perceptions-of-the-classroom-environment-and-achievement-growth","Warmth and Demand: The Relation Between Students’ Perceptions of the Classroom Environment and Achievement Growth","","Warm demander pedagogy is examined for its links to measurable academic achievement growth in fourth and fifth grades. The study analyzes perceptions of 634 teachers’ warmth and demand characteristics and tests whether classroom African American representation or ethnic match between students and teachers moderates outcomes. Results show that students’ perceptions of teacher demand (challenge and control) relate to achievement growth, with a stronger challenge-growth connection in classrooms with more African American students. Ethnic match or mismatch shows no significant moderation.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/warmth-and-demand-the-relation-between-students-perceptions-of-the-classroom-environment-and-achievement-growth/639238/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/warmth-and-demand-the-relation-between-students-perceptions-of-the-classroom-environment-and-achievement-growth/639238.png","ImageObject",300,407,{"name":42,"@type":43},"Rowan","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What does the study examine about teachers and student achievement growth?","Question",{"text":61,"@type":62},"It examines how students’ perceptions of teachers’ warm demander characteristics relate to achievement growth in reading and math across fourth and fifth grades.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Which aspects of teacher demand show a relationship with achievement growth?",{"text":66,"@type":62},"Students’ perceptions of teacher demand—specifically challenge and control—are related to achievement growth.",{"name":68,"@type":59,"acceptedAnswer":69},"Does ethnic match or mismatch between students and teachers change the results?",{"text":70,"@type":62},"The study finds no significant findings for ethnic match or mismatch as a moderation factor.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},639238,1792702567,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,109,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":111,"slug":112},8,30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":110,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","Child Development, July/August 2017, Volume 88, Number 4, Pages 1321–1337  \nWarmth and Demand: The Relation Between Students’ Perceptions of the Classroom Environment and Achievement Growth  \nLia E. Sandilos, Sara E. Rimm-Kaufman, and Julia J. Cohen  \nUniversity of Virginia  \nTheory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students’ perceptions of 634 teachers’ warm demander characteristics and achievement growth in fourth and fifth grades (Mstudent age = 9–11.5 years) . Analyses explored whether relations were moderated by the proportion of African American students in the classroom or the ethnic match or mismatch between African American students and their teachers. Results indicated that students’ perceptions of teachers’ demand (challenge and control) related to student achievement growth. Findings showed a stronger relation between challenge and academic growth in classrooms with more African American students, but no significant findings were identified for ethnic match or mismatch.  \nIn U.S. schools, teachers are charged with the task of establishing learning environments that foster measurable academic growth in diverse learners (Zaslow, Martinez-Beck, Tout, & Halle, 2011) . As a result, education researchers strive to develop a deeper understanding of the instructional practicesand interactions that are most beneficial to students. In particular, the persistent disparities in achievement that exist between minority and nonminority students has prompted research examining culturally responsive pedagogical practices that support ethnic minority children (Villegas & Lucas, 2002) . Classroom processes and teacher–child interactions hold promise for reducing these disparities (Pianta & Walsh, 1996) . Yet, prior research has indicated that the quality of instruction and teacher–child interactions is lower in low-income elementary schools, which have disproportionately higher numbers of ethnic minority students (National Center for Education and Evaluation, 2011; Pianta, Belsky, Houts, & Morrison, 2007) . Given these patterns, it is essential that research continues to explore the social interactions and instructional patterns that can support positive developmental outcomes for  \nThe data used in this study were collected as part of the Measures of Effective Teaching (MET) Project funded by the Bill & Melinda Gates Foundation (2009–2011) . The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305B130013 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.  \nCorrespondence concerning this article should be addressed to Lia E. Sandilos, Curry School of Education, University of Virginia, 268 Ruffner Hall 405 Emmet Street, Charlottesville, VA 22904. Electronic mail may be sent to [lia.sandilos@gmail.com](lia.sandilos@gmail.com).  \nethnic minority students (Cabrera, Beeghly, & Eisenberg, 2012) .  \nWarm demander pedagogy is one example of a culturally responsive teaching framework that describes effective interactions and instructional practices with African American students. The warm demander theory was developed from smallscale qualitative work with samples of both African American students and teachers, and posits that teachers who are high in both warmth and demand toward their students produce the best outcomes for African American students (Ford & Sassi, 2014; Ware, 2006) . In theory, teachers who embody a high-warmth and high-demand teaching style promote note only a culture of academic achievement by managing their classrooms very efficiently but also conveying to students that they care for their well-being and hold high expectations for academic achievement (Ware, 2006) . However, since the emergence of this theory from qualitative examinations of effective teachers, little empirical wo","cbCaif3vGRNvcgrF","https://ap.wps.com/l/cbCaif3vGRNvcgrF","pdf",361960,17,"English","# Warmth and demand and achievement growth\n## Warm demander pedagogy and culturally responsive teaching\n## Teachers as warm demanders\n## Study design and research aims","[{\"question\":\"What does the study examine about teachers and student achievement growth?\",\"answer\":\"It examines how students’ perceptions of teachers’ warm demander characteristics relate to achievement growth in reading and math across fourth and fifth grades.\"},{\"question\":\"Which aspects of teacher demand show a relationship with achievement growth?\",\"answer\":\"Students’ perceptions of teacher demand—specifically challenge and control—are related to achievement growth.\"},{\"question\":\"Does ethnic match or mismatch between students and teachers change the results?\",\"answer\":\"The study finds no significant findings for ethnic match or mismatch as a moderation factor.\"}]","Warmth and Demand: The Relation Between Students’ Perceptions of the Classroom Environment and Achievement Growth | PDF",43]