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ERIC Number: EJ1028362
Record Type: Journal
Publication Date: 2014-Feb
Pages: 21
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Effects of a Professional Development Program on Behavioral Engagement of Students in Middle and High School
Gregory, Anne; Allen, Joseph P.; Mikami, Amori Y.; Hafen, Christopher A.; Pianta, Robert C.
Psychology in the Schools, v51 n2 p143-163 Feb 2014
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A100367
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards