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1.
Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students’ learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self‐assessed their own use of culturally and contextually relevant practices would implement a class‐wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self‐assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan.  相似文献   

2.
Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.  相似文献   

3.
Sustainable use of academic classroom interventions is a cause for concern in the field of special education. This study examined factors that encouraged and/or deterred sustainable use of classroom interventions. Furthermore, data were collected on factors that assist teachers to implement new interventions with high perceived fidelity. A total of 174 special education teachers from two school districts completed a survey to provide feedback on interventions they had been trained on in the last two academic years. Results for both districts had several similarities. A majority of teachers sustained interventions that they perceived improved student academic outcomes and were easy to implement. Teachers identified lack of planning time followed by the need for regular training as the most important factors contributing to their perceived implementation fidelity. However, a majority of interventions teachers provided feedback on were not evidence-based practices.  相似文献   

4.
Urban learning environments pose distinct instructional challenges for teachers and administrators, and can lead to lower achievement compared to suburban or rural schools. Today’s educational climate increasingly emphasises a need for positive academic outcomes, often measured by standardised tests, on which student educational opportunities, teacher benefits and school funding can be based. By applying an ecological framework to the urban school environment, it could be possible to better understand and ultimately improve the educational context at multiple levels. This study examined how classroom management, staff relations and school climate contribute to academic achievement, as measured by ACT scores. In a large urban American public school system, 208 teachers from 38 high schools were surveyed. A model was tested in which, when academic achievement was accounted for over time, classroom management and staff relations contributed positively to school climate, and climate in turn contributed to academic achievement. Structural equation modeling revealed that the data fitted the proposed model. Results illustrate the roles of school and classroom factors related to academic performance and underline the importance of classroom management strategies and positive learning environments. Results suggest avenues for interventions to increase academic achievement by supporting students through the lens of an ecological framework.  相似文献   

5.
This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.  相似文献   

6.
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools.  相似文献   

7.
This study examined the effects of peer groups on changes in academic engagement in 11- to 13-year-old children. From the entire cohort of 366 sixth graders in a town, 87% participated at the beginning and end of the school year. Peer groups were assessed using socio-cognitive mapping; as an indicator of motivation, teachers reported on students' classroom engagement. Peer groups were homogeneous in terms of engagement, and despite considerable member turnover across time, their motivational composition remained fairly intact. Peer group engagement levels in the fall predicted changes in children's motivation across time. Although the magnitude of effects was relatively small, evidence for group influences persisted when controlling for peer selection and the influence of teacher and parent involvement.  相似文献   

8.
Abstract

The aim of this study was to determine the mediating effect of learning engagement on the relationship between perceived teacher feedback and college students’ academic performance, and the moderating effect of assessment characteristics on the relationship between perceived teacher feedback and learning engagement. A sample of 2,458 students in a university in mainland China was studied. Results indicated that perceived teacher feedback had a positive impact on students’ academic performance; learning engagement had a mediating effect on the relationship between perceived teacher feedback and students’ academic performance; and assessment frequency, difficulty and diversity had moderating effects between perceived teacher feedback and learning engagement. With the three factors of high frequency, difficulty and diversity assessment, perceived teacher feedback was more likely to improve students’ learning engagement. In contrast, feedback without these three factors could decrease or have no impact on students’ learning engagement. This indicates that teacher feedback indirectly affects college students’ academic performance by promoting their learning engagement, and is more effective when the frequency, difficulty or diversity of assessments is high.  相似文献   

9.
When implementing behavioral interventions in educational settings, some implementers need support to maintain high levels of treatment integrity. Performance feedback has a large body of research supporting it as a strategy for improving teachers’ implementation of classroom interventions. However, in most prior studies, performance feedback has been delivered by a researcher, not by a school staff member, which limits generalizability of results to applied settings. In this study, school personnel (i.e., internal consultants) assessed teachers’ treatment integrity when implementing a classwide behavioral intervention and, when low, provided performance feedback. Further, researchers assessed internal consultants’ treatment integrity and provided performance feedback as needed. Results indicate that internal consultants are able to assess and briefly increase teachers’ treatment integrity with performance feedback, although some teachers needed more support than did others. Likewise, internal consultants’ treatment integrity was fairly high initially, but required consistent performance feedback to increase treatment integrity levels toward the end of the study. Implications for research and practice are discussed.  相似文献   

10.
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development.  相似文献   

11.
This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-efficacy (TSE) Scale was used as a data source. It was observed that the science teachers’ efficacy beliefs about student engagement in class; instructional strategies; and classroom management did not change depending on their years of teaching experience, and branch of science. Moreover, the teachers’ school level and faculty from which they graduated were significant predictors of their self-efficacy for student engagement and instructional strategies, but gender was not a significant predictor of teacher self-efficacy.  相似文献   

12.
Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.  相似文献   

13.
The effects of the performance feedback system on the story writing behavior of grade-10 academic and grade-11 honors students was investigated with a reversal design. After establishing baseline composition rates in each classroom, an experimental condition consisting of explicit timing of the students' 5-min. composition period, self-scoring, and public posting of highest scores was introduced, removed, and reintroduced. In both classes, the introduction of the experimental condition led to marked increase in the number of words written by all students. Writing rates declined during the second baseline condition and increased again when the experimental package was reintroduced. In addition, teachers unaware of the purpose of the experiment rated randomly selected pairs of stories from each condition. The teachers found the stories written during the experimental condition to be superior to those written during the baseline condition.  相似文献   

14.
This article describes a process developed to increase the use of evidence-based instructional strategies by teachers of students in special education programs in a middle school and high school. The project developed a working partnership between university researchers and parents, teachers and administrators of students in special education programs. The partnership produced manuals for the teachers that outlined effective strategies for teaching reading, encouraging family involvement, providing academic feedback, and engaging in positive behavior support in the classroom. The results of assessing implementation fidelity, implications of the study, and future research issues are presented.  相似文献   

15.
《教育心理学家》2013,48(3):295-298
The relationship of academic learning time to student achievement has been demonstrated, but primarily with mainstream students. Brophy presents arguments that generalize these findings to special populations. Although it appears that academic learning time and active engagement may have similar effects on achievement for all students, the ability of teachers to successfully implement these instructional strategies for students with special needs within current administrative arrangements is questioned. The manner in which teachers allocate their resources and the problems created by attempting to teach large groups of students with heterogeneous needs is discussed.  相似文献   

16.
体态语是教师教学语言中不可或缺的一部分,对学生的课堂学习具有重要影响。基于学生视角,调查L大学189名本科生对教师体态语的感知,得出以下结论:大学教师面带微笑或表情丰富有助于学生投入课堂;大学教师的目光与学生的课堂投入状态密切相关;大学教师的副语言影响到学生的课堂投入状态;大学教师的服饰、身体动作和空间位置对学生课堂投入影响不大。在学生性别和年级方面,教师体态语对学生课堂投入的影响不存在显著差异;在专业方面,艺术生在面对教师严肃的表情和盯视的目光时,更不愿意投入课堂;在学习成绩方面,成绩偏后的学生更倾向于消极对待教师在教室来回走动的行为。因此大学教师应合理运用表情、目光和语气语调,使学生投入到课堂教学中。  相似文献   

17.
Research has shown a positive relationship between academic engaged time (AET), academic learning time (ALT) and student achievement. Previous work has reported a relatively non‐intrusive, cost‐effective method for increasing AET in the classroom involving the presentation of research information followed by feedback to teachers of students’ AET in their classes. This study aimed to replicate these findings in a primary school setting and to establish what effects the information plus feedback had on teachers’ instructional behaviours which have been found to correlate with students’ AET and ALT. In addition, we looked at the effects of more precise feedback based on students’ task difficulty measures. The results provided strong support for the utility and efficacy of information plus feedback as a method for increasing student AET and ALT and for enabling teachers to change their instructional behaviours in the direction of published research findings.  相似文献   

18.
Brake  Andrew 《The Urban Review》2020,52(2):277-298

Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.

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19.
Due to the time constraint and lack of concise contextualized classroom behavior indicators, current typical primary school classroom behavior management practices are ad-hoc and lack historical data support. To circumvent these problems, we designed a tablet-based classroom behavior management system (CBMS) for a primary school setting. The CBMS aids teachers in establishing concise and consistent behavioral expectations based on teaching experience and expertise, thus allowing them to conveniently provide timely feedback on pupils’ performance and log ratings on a daily basis. We conducted a 1.5 years field study in a primary school Chinese course in East China, in which 124 pupils in the first grade and four Chinese teachers participated. The analysis of recorded data indicates that teachers’ daily behavioral ratings are positively correlated with their pupils’ academic achievements. The behavior rating strategy and indicators in CBMS can act as a substitute in promoting pupil's academic achievements. Our proposed system shows the feasibility and potential of handheld computer-based assessment strategy in implementing cost-effective classroom organization practices for low grade-level primary school pupils.  相似文献   

20.
The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention.  相似文献   

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