Gregory Anne, Allen Joseph P, Mikami Amori Y, Hafen Christopher A, Pianta Robert C
Rutgers University.
University of Virginia.
Psychol Sch. 2014 Feb;51(2):143-163. doi: 10.1002/pits.21741. Epub 2013 Nov 12.
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers' interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers' interactions with students-their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats-acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development.
学生的行为参与是支持学业成绩的关键条件，但中学阶段学生的参与度不高却是屡见不鲜。本研究采用随机对照设计，以测试“我的教学伙伴-中学版”项目提高行为参与度的效果。该项目基于对课堂师生互动视频记录的系统观察，为教师提供个性化辅导以及关于教师与学生互动的系统反馈。研究发现，与对照组教师相比，参与该项目1年后，干预组教师课堂上学生的行为参与度虽增幅不大，但显著更高（解释了4%的方差）。在探索性分析中，教师与学生互动的两个维度——教学过程中对分析和解决问题的关注以及对多种教学学习形式的运用——起到了学生参与度提高的中介作用。这些研究结果为教师专业发展的新方向以及将课堂视为青少年发展环境的理解提供了启示。
