Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms
Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms
复制标题
教师专业发展干预对中学课堂同伴关系的影响
作者：
Amori Yee Mikami;A. Gregory;J. Allen;R. Pianta;Janetta Lun
本研究调查了教师专业发展干预“我的教学伙伴-中学”（MTP-S）对初高中学生课堂同伴关系的影响。MTP-S的目标是增加教师与学生的积极互动和敏感的教学实践，并证明了学生学业成绩和动机的改善。本研究验证了系统理论的预测，即MTP-S对学生的影响将超越学术领域，即教师对学生的行为生态也会影响学生对彼此的行为生态。参与者是88名教师（43名随机分配到MTP-S组，45名分配到对照组，对照组在他们的学校接受常规的专业发展课程）和1423名学生。在课程开始和结束时收集观察结果和学生对课堂同伴互动的自我报告。结果表明，在MTP-S课堂中，学生在积极的同伴互动方面表现出改善，尽管这种模式在自我报告数据中没有发现。然而，适度分析表明，对于在课程开始时具有高度破坏性行为的学生，教师参与MTP-S减轻了向较差的自我报告同伴关系的典型下降。研究结果对课堂社会生态的相关性进行了讨论。
We investigated the effects of My Teaching Partner—Secondary (MTP-S), a teacher professional development intervention, on students’ peer relationships in middle and high school classrooms. MTP-S targets increasing teachers' positive interactions with students and sensitive instructional practices and has demonstrated improvements in students' academic achievement and motivation. The current study tested the prediction from systems theory that effects of MTP-S on students would extend beyond the academic domain—that is, the ecology of teachers' behaviors towards students should also influence the ecology of students' behaviors towards one another. Participants were 88 teachers (43 randomly assigned to MTP-S and 45 assigned to a control group that received the regular professional development offerings in their school) and 1423 students in their classrooms. Observations and student self-report of classroom peer interactions were collected at the start and at the end of the course. Results indicated that in MTP-S classrooms, students were observed to show improvement in positive peer interactions, although this pattern was not found in self-report data. However, moderation analyses suggested that for students with high disruptive behavior at the start of the course, teacher participation in MTP-S mitigated a typical decline towards poorer self-reported peer relationships. The relevance of findings for the social ecology of classrooms is discussed.
影响因子：
3.7
作者：
Pianta, Robert C.;Mashburn, Andrew J.;Justice, Laura
通讯作者：
Justice, Laura
影响因子：
5.9
作者：
Greene, RW;Biederman, J;GarciaJetton, J
通讯作者：
GarciaJetton, J