Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School
Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School
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DOI：
10.1037/spq0000296
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发表时间：
2019-03-01
影响因子：
3
通讯作者：
Cook, Clayton R.
中科院分区：
文献类型：
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作者：
Duong, Mylien T.;Pullmann, Michael D.;Cook, Clayton R.
尽管研究表明师生关系对学生功能的重要性，但人们对加强这种关系的策略知之甚少，尤其是在中学。当前的研究考察了中学教师专业发展对建立-维护-恢复（EMR）方法的影响。 EMR 旨在提高教师培养与学生关系的技能，包括简短的培训（3 小时）和持续的实施支持。在一项随机对照试验中，20 名教师和 190 名学生被分配到 EMR 组或对照组。观察者对学业投入时间和破坏性行为进行评分，教师则报告关系质量。多层次模型显示，EMR 显着改善了师生关系（Hedge's g =.61，95% CI [0.21, 1.02]）、学术投入时间（g =.81，95% CI [0.01, 1.63]）和破坏性行为（g = 1.07，95% CI [0.01, 2.16]）。结果显示了 EMR 的潜在前景。
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g =.61, 95% CI [0.21, 1.02]), academically engaged time (g =.81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR.