Allen Joseph, Gregory Anne, Mikami Amori, Lun Janetta, Hamre Bridget, Pianta Robert
University of Virginia.
Rutgers University.
School Psych Rev. 2013;42(1):76-98.
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher-student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed.
采用多层次建模技术，以643名就读于37个中学班级的学生为样本，通过使用中学课堂评估评分系统对课堂上观察到的教师与学生的互动进行编码，来预测未来学生的成绩（控制基线成绩）。在考虑了上一年的考试成绩之后，教师与学生互动的质量能够预测学生在年终标准化成绩测试中的表现。具有积极情感氛围、对青少年需求和观点敏感、采用多样且引人入胜的教学学习形式以及注重分析和解决问题的课堂，与更高水平的学生成绩相关。在学生较少的课堂中，更高质量的师生互动效果最为显著。文中还讨论了对教师绩效评估以及教师对成绩影响的启示。
