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Related Experiment Videos

Teacher interactions in mainstream social studies and science classes.

M P Brady1, P R Swank, R D Taylor

  • 1University of Houston.

Exceptional Children
|May 1, 1992
PubMed
Summary

This study improved middle school teacher-student interactions through targeted professional development. Teachers who received training showed significant, lasting changes in their classroom practices.

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Area of Science:

  • Educational Psychology
  • Classroom Management

Background:

  • Teacher-student interactions are crucial for effective learning in middle school.
  • Existing methods for improving these interactions require further investigation.

Purpose of the Study:

  • To investigate the impact of a professional development program on teacher-student interactions.
  • To assess the effectiveness of specific teacher effectiveness variables in modifying classroom dynamics.

Main Methods:

  • A six-session inservice training was provided to 18 volunteer middle school teachers.
  • Experimental and control groups were compared using pre-post and follow-up assessments.
  • Data were analyzed to identify differences in teacher behaviors and classroom interactions.

Main Results:

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  • Significant improvements in teacher-student interactions were observed in the trained group compared to the control group.
  • These improvements were maintained over time, indicating lasting effects.
  • Differential impacts were noted between science and social studies teachers, suggesting subject-specific considerations.

Conclusions:

  • Targeted professional development can effectively enhance teacher-student interactions in middle school.
  • The intervention demonstrated sustained positive effects on teaching practices.
  • Further research should explore subject-specific adaptations for professional development programs.