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ERIC Number: EJ877852
Record Type: Journal
Publication Date: 2010
Pages: 35
Abstractor: As Provided
Reference Count: 83
ISBN: N/A
ISSN: ISSN-0022-0973
Effects of a Developmentally Based Intervention with Teachers on Native American and White Early Adolescents' Schooling Adjustment in Rural Settings
Hamm, Jill V.; Farmer, Thomas W.; Robertson, Dylan; Dadisman, Kimberly A.; Murray, Allen; Meece, Judith L.; Song, Samuel Y.
Journal of Experimental Education, v78 n3 p343-377 2010
This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students' (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context. (Contains 4 tables, 4 figures, and 1 footnote.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A