assistant professor of school and educational psychology Michigan State University, Michigan
This presentation reviews the results of a study on how student-teacher interactions mediate the relationship between school belonging and a profile of academic success in gifted children. It also discusses the implications of these results for educators of gifted children.
Learning Objectives:
Describe how school belonging relates to a profile of academic success
Describe how student attitudes toward teachers mediate the relationship between school belonging and a profile of academic success
Describe the importance of professional development on school belonging in the context of student academic outcomes
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