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ERIC Number: ED549951
Record Type: Non-Journal
Publication Date: 2011
Pages: 179
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-1214-3
ISSN: N/A
Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom
Carlson, Sarah E.
ProQuest LLC, Ph.D. Dissertation, University of North Texas
The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing teacher criticism, and enhancing teachers' perceptions of the teacher-child relationship in elementary school classrooms. Single-case design was utilized to examine eight teachers' perceptions over 16 weeks. The sample included 8 White female teachers from three local elementary schools. Teacher ages ranged from 28 to 59 years old. There were 5 kindergarten, 1 first grade, and 2 second grade teachers. The teachers participated in one educational training session followed by play sessions with children of focus and interactive modeling sessions. Trained observers, blind to the study's purpose, utilized the Interaction Analysis System in classroom observations of the teachers, three times per week, to examine teachers' interpersonal skills. Additionally, the teachers completed the Student Teacher Relationship Scale for the children of focus before and after the play session phase to examine change in the teacher-child relationship. Visual analysis of the data indicated the PBTC's overall positive impact. 5 out of 8 teachers demonstrated increases in teacher responding scores at mildly to very effective criteria levels. All 8 teachers demonstrated decreases teacher criticism at effective to very effective criteria levels. The teacher-child relationships indicated mixed results, with 5 out of 8 teachers indicating positive changes in teacher-child relationships. Discussion includes implications for future research regarding single-case design, measurement of teacher change, and modifications of the PBTC model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Student Teacher Relationship Scale