教师对过去课堂行为的感知影响青少年对归属干预的接受和反应

IF 2.4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jaymes Pyne
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引用次数: 1

摘要

这项研究表明,接受能力和反应能力如何影响干预措施的效果,帮助青少年在艰难过渡到中学后重新评估担忧或不确定性。该干预措施是在六年级公立学区学生的不同样本中大规模实施的,这些学生一直到八年级(N=1180;41%为黑人或拉丁裔;44%为低社会经济地位)。结果表明,干预措施对平均绩点的影响仅限于种族和社会经济多样化的青少年亚组,他们在幼儿园的课堂行为得到了教师的高度评价,但在小学早期有所下降(即“脱离接触者”)。这些发现表明,青少年过去与教育工作者在学校的经历可能决定了干预措施在多大程度上可以促进学校的成功。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Teacher Perceptions of Past Classroom Behaviors Influence Adolescents’ Receptivity and Responsiveness to a Belonging Intervention
This study shows how receptivity and responsiveness can influence the efficacy of an intervention helping adolescents reappraise worry or uncertainty following the difficult transition to middle school. The intervention was implemented at-scale in a diverse sample of sixth-grade public school district students followed through eighth grade (N = 1,180; 41% Black or Latinx; 44% low socioeconomic status). Results suggest the intervention’s effects on grade point average are confined to a racially and socioeconomically diverse subgroup of adolescents who had high teacher evaluations of their classroom behaviors in kindergarten that declined over the early elementary school years (i.e., “Disengagers”). These findings suggest that adolescents’ past school experiences with educators may bound the extent to which interventions can promote success in school.
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来源期刊
Educational Evaluation and Policy Analysis
Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
5.90%
发文量
36
期刊介绍: Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.
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