A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition

Autor/inn/en	Gaias, Larissa M.; Cook, Clayton R.; Nguyen, Lillian; Brewer, Stephanie K.; Brown, Eric C.; Kiche, Sharon; Shi, Jiajing; Buntain-Ricklefs, Jodie; Duong, Mylien T.
Titel	A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition
Quelle	90 (2020) 12, S.1004-1018 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gaias, Larissa M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/josh.12968
Schlagwörter	Equal Education; Teacher Student Relationship; Grade 9; Student Promotion; Intervention; Student School Relationship; Minority Group Students; Student Behavior; Student Motivation; Grade Point Average; Culturally Relevant Education; Bias; High School Students; High School Teachers; Strengths and Difficulties Questionnaire; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09; Support of studies; Studienförderung; Schüler-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Schulische Motivation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Background: Student-teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student-teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed-methods feasibility study of a student-teacher relationship intervention, called Equity-Explicit Establish-Maintain-Restore (E-EMR). Methods: We tested whether students (N = 133) whose teachers received E-EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre- to post-test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention. Results: Relative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E-EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege. Conclusions: We provide preliminary evidence for E-EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school-based interventions to integrate an equity-explicit focus into program content and evaluation. [This article was published in "Journal of School Health" (EJ1274285).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01