Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enHafen, Christopher A.; Ruzek, Erik A.; Gregory, Anne; Allen, Joseph P.; Mikami, Amori Yee
TitelFocusing on Teacher-Student Interactions Eliminates the Negative Impact of Students' Disruptive Behavior on Teacher Perceptions
Quelle39 (2015) 5, S.426-431 (6 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
DOI10.1177/0165025415579455
SchlagwörterFaculty Development; Teacher Student Relationship; Teacher Attitudes; Educational Attainment; Student Behavior; Behavior Problems; Intervention; Correlation; Control Groups; Experimental Groups; Adolescent Development; Secondary School Students; Educational Environment; Secondary School Teachers; Demography; Student Characteristics; Teacher Characteristics; Measures (Individuals)
AbstractThis study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers' Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students' behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers' internal view of students, thus ultimately promoting adolescent development. [This paper was published in "International Journal of Behavioral Development" (EJ1072051).] (As Provided).
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: