就读教师个人和集体效率高的学校对九年级在校生的影响

Vandeen A. Campbell, M. Antony, Jessica Zulawski, Kristen Foley
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引用次数: 0

摘要

九年级的学业是否达标对高中毕业的预测作用超过了种族、社会经济地位和以往成绩的总和。尽管越来越多的学校开始实施以九年级为重点的教学计划,但研究并没有充分记录和测试与提高成绩相关的机制。本研究利用调查和成绩单层面的数据以及因果中介分析,检验了在美国东北部一个州的城市学区,学生就读高教师效能(自我和集体-TSE和CTE)学校对九年级升学率的影响。研究还进一步考察了雄心勃勃的教学实践(定义为文化相关和变革性教学法)在多大程度上调节了 TSE 对九年级升学率的影响,以及支持性学校文化水平如何调节这些关系。研究结果表明,就读 TSE 和 CTE 高水平学校的城市九年级学生更有可能在九年级结束时步入正轨。此外,学生就读 TSE 高的学校所产生的直接影响还受到雄心勃勃的教学水平的调节。我们讨论了对教师教育(TE)和专业发展的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Effects of Attending High Individual and Collective Teacher Efficacy Schools on Ninth Grade On-Track
Ninth grade on-track is predictive of high school graduation, more than race, socio-economic status, and prior achievement combined. Although initiatives characterized by an intense focus on the ninth-grade year are being increasingly implemented, research has not fully documented and tested mechanisms linked to improved outcomes. Using survey and transcript-level data and causal mediation analysis, this study tests the effects of students attending high teacher efficacy (self and collective—TSE and CTE) schools on ninth grade on-track in an urban school district in a northeast state in the United States. It further examines the extent to which ambitious instructional practices, defined as culturally relevant and transformative pedagogy, mediate the effects of TSE on ninth grade on-track and how levels of supportive school culture moderate these relationships. The findings indicate that urban ninth-graders attending schools with high TSE and CTE are more likely to be on track at the end of ninth grade. Additionally, the direct effect of students attending a school with high TSE was mediated by the level of ambitious instruction. We discuss implications for teacher education (TE) and professional development.
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