Hafen Christopher A, Ruzek Erik A, Gregory Anne, Allen Joseph P, Mikami Amori Yee
University of Virginia, USA.
Rutgers University, USA.
Int J Behav Dev. 2015 Sep;39(5):426-431. doi: 10.1177/0165025415579455. Epub 2015 Jul 7.
This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers' Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students' behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers' internal view of students, thus ultimately promoting adolescent development.
本研究测试了随机分配的专业发展辅导干预措施（中学版我的教学伙伴；MTP-S）对教师对其学生学业成就预测的影响。结果表明，教师预计在学年秋季报告更多行为问题的学生在学年春季的未来学业成就较低。然而，分析进一步表明，参与MTP-S干预会调节秋季学生行为问题与教师对春季学生学业成就预测之间的关联，以至于对于教师参与MTP-S的课堂中的学生而言，这种联系并不显著。事实上，结果表明，参与干预的教师预测其学生的学业成就比处于常规控制条件下的教师更好，无论其学生的行为如何。研究结果从针对课堂互动的干预措施在改变教师对学生的内在看法从而最终促进青少年发展中可能发挥的作用方面进行了讨论。
