Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention

Autor/inn/en	Allen, Joseph P.; Hafen, Christopher A.; Gregory, Anne C.; Mikami, Amori Y.; Pianta, Robert
Titel	Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention
Quelle	In: Journal of Research on Educational Effectiveness, 8 (2015) 4, S.475-489 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1017680
Schlagwörter	Web Based Instruction; Coaching (Performance); Intervention; High School Students; Academic Achievement; Urban Schools; Teacher Student Relationship; Secondary School Teachers; Replication (Evaluation); Instructional Effectiveness; Middle School Students; Middle School Teachers; Teacher Improvement; Virginia + Suchen Sie Ihr Suchwort? Web Based Training; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher-student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01