University of Missouri, United States.
University of Missouri, United States.
J Sch Psychol. 2017 Jun;62:51-65. doi: 10.1016/j.jsp.2017.03.003. Epub 2017 Apr 9.
The purpose of the present study was to examine the impact of the Incredible Years® Teacher Classroom Management (IY TCM) training on teacher perceptions of parental involvement. A cluster randomized design was used to assign 42 classroom teachers to either an IY TCM training (n=19) or a control condition (n=23). Teachers rated parental involvement (i.e., bonding with teacher, parental involvement at school) for the families of 805 low income students (IY TCM=504, control=301). A latent profile transition analysis framework was used to model the effect of IY TCM on teacher perceptions of parental involvement from pre to posttest. Four profiles consisting of various patterns of high, medium, and low teacher perceptions of bonding with and involvement of parents emerged. Analyses of teacher profiles at baseline revealed teachers who felt parental involvement and bonding was low were also likely to rate students as having more externalizing behaviors, fewer social competencies, more attention deficit symptoms, and disruptive behaviors towards adults and peers compared to teachers with more adaptive profiles. Further analysis revealed that parents of teachers randomly assigned to IY TCM were more likely to transition to a more adaptive view of parental involvement at follow-up compared to teachers in the control condition. Because teacher perceptions of parental involvement may adversely impact teacher attitudes towards difficult students, findings from the present study support the promise of teacher training as an avenue for conferring protections for struggling students.
本研究旨在考察 Incredible Years®教师课堂管理 (IY TCM) 培训对教师感知父母参与度的影响。采用聚类随机设计将 42 名课堂教师分配到 IY TCM 培训组（n=19）或对照组（n=23）。教师对 805 名低收入学生（IY TCM=504，对照组=301）的家庭进行了父母参与度（即与教师的联系、父母在学校的参与度）的评估。采用潜在剖面过渡分析框架来模拟 IY TCM 对教师感知父母参与度从预测试到后测试的影响。出现了四种由不同模式的高、中、低教师对父母联系和参与的感知组成的教师概况。基线教师概况的分析表明，那些认为父母参与度和联系度较低的教师也更有可能认为学生有更多的外化行为、较少的社交能力、更多的注意力缺陷症状以及对成人和同伴的破坏性行为，而不是具有更适应型概况的教师。进一步的分析表明，与对照组的教师相比，被随机分配到 IY TCM 的教师的家长更有可能在随访中过渡到对父母参与度的更适应的看法。由于教师对父母参与度的看法可能会对教师对困难学生的态度产生不利影响，因此本研究的结果支持了教师培训作为为困难学生提供保护的途径的前景。
