Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

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Autor/in	Pronchenko-Jain, Yulia
Titel	Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress
Quelle	(2012), (142 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of North Texas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2679-9953-5
Schlagwörter	Hochschulschrift; Dissertation; Preschool Children; Preschool Teachers; Teacher Student Relationship; Behavior Problems; Stress Management; Stress Variables; Control Groups; Experimental Groups; Statistical Analysis; Statistical Significance; Effect Size; Intervention; At Risk Students; Check Lists; Federal Programs; Early Childhood Education; Disadvantaged Youth + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Stressmanagement; Stressbewältigung; Statistische Analyse; Checkliste; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher
Abstract	This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly assigned to the experimental group CTRT (n = 11) or an active control Conscious Discipline group (CD; n = 12). Overall, 21 females, 11 (CTRT) and 11 (CD), and one male (CD) participated in the study. Participating teachers and aides identified themselves as the following: 13 Hispanic/Latino, 5 Black American, and 5 European American. Teachers and aides identified children with clinical levels of disruptive behavior problems for the purpose of selecting children of focus for the study. The children's mean age was 3.63 for CTRT group and 3.36 for CD group. Overall, 9 females, 2 (CTRT) and 7 (CD), and 10 males, 6 (CTRT) and 4 (CD) participated in the study. Teachers reported children's ethnicity: 13 Hispanic/Latino, 5 African American, and 1 other. A two-factor (Treatment x Group) repeated measures split plot ANOVA was utilized to analyze the data with an alpha level of 0.05. According to objective raters blinded to the study using the Classroom Assessment Scoring System (CLASS) and the Child Teacher Relationship Skills Checklist (CTRT-SC) and teacher reports using Index of Teaching Stress (ITS), results revealed a statistically significant interaction effect for the experimental teachers' use of child-teacher relationship skills (CTRT-SC: p = 0.036), a non-statistically significant interaction effect for the experimental teachers' ability to provide emotional support (CLASS: p = 0.50), and a non-statistically significant interaction effect on teacher stress (ITS: p = 0.997). Partial eta squared effect sizes were calculated to determine the practical significance of the findings. Compared to the active control, CTRT demonstrated large treatment effects over time on the CTRT-SC (?p[superscript 2] = 0.19) and the CLASS (?p[superscript 2] = 0.16). Study findings provide support for CTRT as an effective intervention for increasing Head Start teachers' ability to provide emotional and relational support to at-risk students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10