Effects of a Professional Development Program on Behavioral Engagement of Students in Middle and High School

Autor/inn/en	Gregory, Anne; Allen, Joseph P.; Mikami, Amori Y.; Hafen, Christopher A.; Pianta, Robert C.
Titel	Effects of a Professional Development Program on Behavioral Engagement of Students in Middle and High School
Quelle	In: Psychology in the Schools, 51 (2014) 2, S.143-163 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.21741
Schlagwörter	Middle School Students; High School Students; Faculty Development; Student Behavior; Learner Engagement; Program Effectiveness; Coaching (Performance); Feedback (Response); Teacher Student Relationship; Interaction; Observation; Video Technology; Intervention; Control Groups; Experimental Groups; Secondary School Teachers; Middle School Teachers; Problem Solving; Teaching Methods + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Student behaviour; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Beobachtung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner-Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers' interactions with students, based on systematic observation of videorecordings of teacher-student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers' interactions with students--their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats--acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10