Literaturnachweis - Detailanzeige
| Autor/inn/en | Duong, Mylien T.; Gaias, Larissa M.; Brown, Eric; Kiche, Sharon; Nguyen, Lillian; Corbin, Catherine M.; Chandler, Cassandra J.; Buntain-Ricklefs, Joanne J.; Cook, Clayton R. |
|---|---|
| Titel | A Cluster Randomized Pilot Trial of the Equity-Explicit Establish-Maintain-Restore Program among High School Teachers and Students |
| Quelle | (2022), (16 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Duong, Mylien T.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Randomized Controlled Trials; Equal Education; Teacher Student Relationship; High School Teachers; High School Students; Faculty Development; Racism; Racial Differences; Intervention; Grade 9; Student School Relationship; Learning Motivation; Learner Engagement; Scores; Asian American Students; Hispanic American Students; Multiracial Persons; African American Students; Outcomes of Education Teacher student relationships; Lehrer-Schüler-Beziehung; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Rassismus; Rassenunterschied; School year 09; 9. Schuljahr; Schuljahr 09; Schüler-Lehrer-Beziehung; Motivation for studies; Lernmotivation; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanic Americans; Hispanoamerikaner; Mischling; African Americans; Afroamerikaner; Lernleistung; Schulerfolg |
| Abstract | Student-teacher relationships are important to student outcomes and may be especially pivotal at the high school transition and for minoritized racial/ethnic groups. Although interventions exist to improve student-teacher relationships, none have been shown to be effective among high school students or in narrowing racial/ethnic disparities in student outcomes. This study was conducted to examine the effects of an equity-explicit student-teacher relationship intervention (Equity-Explicit Establish Maintain Restore, or E-EMR) for high school teachers and students. A cluster-randomized pilot trial was conducted with 94 ninth grade teachers and 417 ninth grade students in six high schools. Teachers in three schools were randomized to receive E-EMR training and follow-up supports for one year. Teachers in three control schools conducted business as usual. Student-teacher relationships, sense of school belonging, academic motivation, and academic engagement were collected via student self-report in September and January of their ninth-grade year. Longitudinal models revealed non-significant main effects of E-EMR. However, there were targeted benefits for students who started with low scores at baseline, for Asian, Latinx, multicultural, and (to a lesser extent) Black students. We also found some unexpected effects, where high-performing and/or advantaged groups in the E-EMR condition had less favorable outcomes at post, compared to those in the control group, which may be a result of the equity-explicit focus of E-EMR. Implications and directions for future research are discussed. [This is the online first version of an article published in "School Mental Health."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
