Department of Psychology, University of Virginia, Box 400400, Charlottesville, VA 22904-4400, USA.
Science. 2011 Aug 19;333(6045):1034-7. doi: 10.1126/science.1207998.
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.
提高教学质量被广泛认为是解决中学教育缺陷的关键，但该领域一直难以确定经过严格评估的教师发展方法，这些方法可以可靠地提高学生的成绩。一项针对 My Teaching Partner-Secondary 的随机对照试验——一种专注于改善课堂师生互动的网络中介方法——检验了该方法在提高教师素质和学生成绩方面的效果，共有 78 名中学教师和 2237 名学生参与了该试验。该干预措施在完成后的一年中显著提高了学生的学习成绩，相当于将平均学生的学业成绩测试得分从第 50 百分位提高到第 59 百分位。干预措施所针对的师生互动质量的变化似乎是提高的中介因素。
