Pianta Robert C, Lipscomb Daniel, Ruzek Erik
University of Virginia, United States of America.
University of Virginia, United States of America.
J Sch Psychol. 2022 Apr;91:65-80. doi: 10.1016/j.jsp.2021.12.003. Epub 2022 Jan 17.
The present study is a secondary analysis of a randomized control trial that had established the causal impact of MyTeachingPartner (MTP) coaching for improving the quality of teacher-student interactions. This study reports auxiliary analyses of the extent to which MTP was associated indirectly with classroom engagement and literacy outcomes for pre-kindergarten (pre-K) students as a function of the association of dosage of MTP cycles with teacher-student interactions. The number of coaching cycles a teacher completed was examined as a predictor of teacher-student interactions, as were corresponding direct or indirect associations with students' early literacy outcomes. The significant indirect effects detected provided support for the premise that coaching can improve student outcomes as a function of improvements in teachers' behaviors with students. When exposed to more cycles of feedback regarding interactions, teachers demonstrated improvements in their emotionally supportive interactions with students, which in turn predicted greater increases in students' positive classroom engagement. No significant indirect associations were detected for literacy outcomes. This linkage of coaching inputs, teacher-student interaction, and students' increased engagement confirms the hypothesized effects and theory of change associated with MTP and of coaching more generally.
本研究是一项随机对照试验的二次分析，该试验已确定了MyTeachingPartner（MTP）辅导对提高师生互动质量的因果影响。本研究报告了辅助分析，即MTP作为MTP周期剂量与师生互动关联的函数，在多大程度上与学前儿童（学前班）的课堂参与度和读写能力结果间接相关。将教师完成的辅导周期数作为师生互动的预测指标进行检验，同时也检验了与学生早期读写能力结果相应的直接或间接关联。检测到的显著间接效应支持了这样一个前提，即辅导可以随着教师与学生互动行为的改善而提高学生的成绩。当教师接触到更多关于互动的反馈周期时，他们与学生的情感支持性互动得到改善，这反过来又预示着学生在课堂上的积极参与度会有更大提高。未检测到与读写能力结果的显著间接关联。辅导投入、师生互动和学生参与度提高之间的这种联系证实了与MTP以及更普遍的辅导相关的假设效应和变革理论。
