An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

Autor/inn/en	Allen, Joseph; Pianta, Robert; Gregory, Anne; Mikami, Amori; Lun, Janetta
Titel	An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Quelle	333 (2011) 6045, S.1034-1037 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1126/science.1207998
Schlagwörter	Coaching (Performance); Academic Achievement; Secondary School Teachers; Secondary Schools; Teacher Effectiveness; Web Based Instruction; Instructional Effectiveness; Instructional Improvement; Intervention; Achievement Tests; Teacher Student Relationship; Achievement Gains; Hypothesis Testing + Suchen Sie Ihr Suchwort? Schulleistung; Sekundarschule; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Web Based Training; Unterrichtsqualität; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Teacher student relationships; Lehrer-Schüler-Beziehung; Achievement gain; Leistungssteigerung; Hypothesenprüfung; Hypothesentest
Abstract	Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated approach focused on improving teacher-student interactions in the classroom--examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention. [For a related What Works Clearinghouse Intervention Report, see ED557783.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01