Literaturnachweis - Detailanzeige
| Autor/inn/en | Nelson, Julie A. Peterson; Caldarella, Paul; Adams, Michael Brandon; Shatzer, Ryan H. |
|---|---|
| Titel | Effects of Peer Praise Notes on Teachers' Perceptions of School Community and Collegiality |
| Quelle | In: American Secondary Education, 41 (2013) 3, S.62-77 (17 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0003-1003 |
| Schlagwörter | Teacher Attitudes; Collegiality; Control Groups; Junior High Schools; Secondary School Teachers; Intervention; Surveys; Work Environment; Teacher Collaboration; Communities of Practice; Effect Size; Scores; Validity; Questionnaires; Positive Reinforcement; Teaching Conditions; Letters (Correspondence); Interpersonal Communication; Factor Analysis |
| Abstract | Successful schools acknowledge that collective responsibility for student learning occurs when strong teacher relationships and collegiality are present, but few school interventions are aimed at improving outcomes for teachers. In this study, a nonequivalent wait-list control group design was used to test the effects of teacher-to-teacher written praise notes on junior high school teachers' perceptions of school community and collegiality. Participants completed the School Community Survey (SCS), a measure of collaborative interactions within a community of teachers. Results showed a statistically significant difference between treatment and control conditions, with moderate effect sizes: SCS scores improved following the praise note intervention. Teacher ratings of social validity were also high. Implications for secondary schools are addressed. (Contains 3 tables and 2 figures.) (As Provided). |
| Anmerkungen | Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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