An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
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DOI：
10.1126/science.1207998
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发表时间：
2011-08-19
期刊：
影响因子：
56.9
通讯作者：
Lun, Janetta
中科院分区：
文献类型：
--
作者：
Allen, Joseph P.;Pianta, Robert C.;Lun, Janetta
提高教学质量被广泛认为是解决中学教育不足的关键，但该领域一直在努力确定严格评估的教师发展方法，可以在学生成绩方面产生可靠的收益。一项名为“我的教学伙伴-中学”的随机对照试验-一种以网络为媒介的方法，旨在改善课堂上的师生互动-对78名中学教师和2237名学生进行了研究，探讨了这种方法在提高教师素质和学生成绩方面的有效性。干预措施在其完成后的一年中在测量的学生成绩方面产生了实质性的收益，相当于将学生的平均成绩从第50百分位提高到第59百分位。收益似乎是介导的干预针对师生互动质量的变化。
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary-a Web-mediated approach focused on improving teacher-student interactions in the classroom-examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.