Literaturnachweis - Detailanzeige
Autor/inn/en | Allen, Joseph P.; Hafen, Christopher A.; Gregory, Anne C.; Mikami, Amori Y.; Pianta, Robert |
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Titel | Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention |
Quelle | In: Journal of Research on Educational Effectiveness, 8 (2015) 4, S.475-489 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1934-5747 |
DOI | 10.1080/19345747.2015.1017680 |
Schlagwörter | Web Based Instruction; Coaching (Performance); Intervention; High School Students; Academic Achievement; Urban Schools; Teacher Student Relationship; Secondary School Teachers; Replication (Evaluation); Instructional Effectiveness; Middle School Students; Middle School Teachers; Teacher Improvement; Virginia Web Based Training; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Unterrichtserfolg; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende |
Abstract | My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher-student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |