An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of M...
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| Veröffentlicht in: | Grantee Submission 2011-08, Vol.333 (6045), p.1034-1037 |
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| creator | Allen, Joseph P. Pianta, Robert C. Gregory, Anne Mikami, Amori Yee Lun, Janetta |
| description | Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner—Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention. |
| doi_str_mv | 10.1126/science.1207998 |
| format | Article |
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A randomized controlled trial of My Teaching Partner—Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.</description><identifier>ISSN: 0036-8075</identifier><identifier>EISSN: 1095-9203</identifier><identifier>DOI: 10.1126/science.1207998</identifier><identifier>PMID: 21852503</identifier><identifier>CODEN: SCIEAS</identifier><language>eng</language><publisher>Washington, DC: American Association for the Advancement of Science</publisher><subject>Academic Achievement ; Achievement ; Achievement Gains ; Achievement Tests ; Adolescent ; Adolescents ; Biological and medical sciences ; Child ; Classroom interaction ; Classrooms ; Coaching (Performance) ; Control groups ; Education ; Educational Facilities Improvement ; Educational Measurement ; Educational psychology ; Educational Quality ; Educational Status ; Effectiveness ; Equivalence ; Faculty ; Female ; Fundamental and applied biological sciences. Psychology ; Gain ; High school students ; High schools ; Humans ; Hypothesis Testing ; Instructional Effectiveness ; Instructional Improvement ; Internet ; Interpersonal Relations ; Intervention ; Learning ; Male ; Motivation ; Preschool education ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Quality of education ; Randomized Controlled Trials ; Recognition ; Schools ; Secondary school students ; Secondary School Teachers ; Secondary Schools ; Students ; Teacher ; Teacher Effectiveness ; Teacher Student Relationship ; Teachers ; Teaching ; Teaching - standards ; Teaching Methods ; Web Based Instruction</subject><ispartof>Grantee Submission, 2011-08, Vol.333 (6045), p.1034-1037</ispartof><rights>Copyright © 2011 American Association for the Advancement of Science</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2011, American Association for the Advancement of Science</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c525t-c9deb15e3e2a7486c800cdbb69984411f249a90b7538af578ee25b5ee868dcba3</citedby><cites>FETCH-LOGICAL-c525t-c9deb15e3e2a7486c800cdbb69984411f249a90b7538af578ee25b5ee868dcba3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/27978498$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/27978498$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>230,314,690,780,784,803,885,2884,2885,27924,27925,58017,58250</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=24444474$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21852503$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=ED556046$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Allen, Joseph P.</creatorcontrib><creatorcontrib>Pianta, Robert C.</creatorcontrib><creatorcontrib>Gregory, Anne</creatorcontrib><creatorcontrib>Mikami, Amori Yee</creatorcontrib><creatorcontrib>Lun, Janetta</creatorcontrib><title>An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement</title><title>Grantee Submission</title><addtitle>Science</addtitle><description>Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. 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Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.</description><subject>Academic Achievement</subject><subject>Achievement</subject><subject>Achievement Gains</subject><subject>Achievement Tests</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Classroom interaction</subject><subject>Classrooms</subject><subject>Coaching (Performance)</subject><subject>Control groups</subject><subject>Education</subject><subject>Educational Facilities Improvement</subject><subject>Educational Measurement</subject><subject>Educational psychology</subject><subject>Educational Quality</subject><subject>Educational Status</subject><subject>Effectiveness</subject><subject>Equivalence</subject><subject>Faculty</subject><subject>Female</subject><subject>Fundamental and applied biological sciences. 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| ispartof | Grantee Submission, 2011-08, Vol.333 (6045), p.1034-1037 |
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| subjects | Academic Achievement Achievement Achievement Gains Achievement Tests Adolescent Adolescents Biological and medical sciences Child Classroom interaction Classrooms Coaching (Performance) Control groups Education Educational Facilities Improvement Educational Measurement Educational psychology Educational Quality Educational Status Effectiveness Equivalence Faculty Female Fundamental and applied biological sciences. Psychology Gain High school students High schools Humans Hypothesis Testing Instructional Effectiveness Instructional Improvement Internet Interpersonal Relations Intervention Learning Male Motivation Preschool education Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Quality of education Randomized Controlled Trials Recognition Schools Secondary school students Secondary School Teachers Secondary Schools Students Teacher Teacher Effectiveness Teacher Student Relationship Teachers Teaching Teaching - standards Teaching Methods Web Based Instruction |
| title | An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement |
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