A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition.
A Mixed Methods Pilot Study of an Equity-Explicit Student-Teacher Relationship Intervention for the Ninth-Grade Transition.
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DOI：
10.1111/josh.12968
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发表时间：
2020-12
期刊：
影响因子：
--
通讯作者：
Duong MT
中科院分区：
文献类型：
--
作者：
Gaias LM;Cook CR;Nguyen L;Brewer SK;Brown EC;Kiche S;Shi J;Buntain-Ricklefs J;Duong MT
师生关系与学校的社会和情感氛围有关，是整个学校、整个社区、全儿童模式的一个关键领域。很少有干预措施针对高中关键过渡期间的师生关系，或者纳入加强平等关系的战略。我们进行了一项混合方法的师生关系干预可行性研究，称为公平-显性建立-维护-恢复(E-EMR)。我们测试了接受E-EMR培训的学生(N=6133)从测试前到测试后是否显示出关系质量、学校归属感、动机、行为和学习成绩的改善，以及这些差异是否受到种族的影响。我们还研究了教师(N=416)如何将对公平的关注纳入他们实施干预措施的过程中。相对于白人学生，有色人种学生在归属感、行为、动机和GPA上表现出更大的进步。教师们描述了他们如何将对种族/族裔、文化和偏见的关注纳入E-EMR实践，并将他们与学生的关系置于他们自己的身份、课堂/学校背景以及更广泛的权力和特权制度的背景下。我们为E-EMR改变教师实践，缩小有色人种学生的教育差距提供了初步证据。我们讨论了其他以学校为基础的干预措施的含义，以将公平-明确的重点整合到计划内容和评估中。
Student‐teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student‐teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed‐methods feasibility study of a student‐teacher relationship intervention, called Equity‐Explicit Establish‐Maintain‐Restore (E‐EMR). We tested whether students (N = 133) whose teachers received E‐EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre‐ to post‐test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention. Relative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E‐EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege. We provide preliminary evidence for E‐EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school‐based interventions to integrate an equity‐explicit focus into program content and evaluation.
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