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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
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EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL
Anne Gregory1, Joseph P Allen2, Amori Y Mikami3
1Rutgers University.
Psychology in the Schools
|February 25, 2017
Summary
Student disengagement is common in secondary schools. The My Teaching Partner-Secondary program improved student behavioral engagement through teacher coaching and feedback on classroom interactions.
Area of Science:
- Educational Psychology
- Classroom Management
- Adolescent Development
Background:
- Student behavioral engagement is crucial for academic success.
- Disengagement is a prevalent issue in middle and high school settings.
- Effective teacher-student interactions are vital for fostering engagement.
Purpose of the Study:
- To evaluate the efficacy of the My Teaching Partner-Secondary program.
- To determine if the program increases student behavioral engagement.
- To explore potential mediators of program effects on engagement.
Main Methods:
- Randomized controlled trial design.
- Intervention group received personalized coaching and feedback on teacher-student interactions via video observation.
- Control group did not receive the intervention.
Main Results:
- Teachers in the intervention group showed modest but significant increases in student behavioral engagement after one year.
- Teacher focus on analysis/problem-solving and use of diverse instructional formats mediated increased engagement.
- The program explained 4% of the variance in student behavioral engagement.
Conclusions:
- The My Teaching Partner-Secondary program shows promise for enhancing student behavioral engagement.
- Teacher professional development focused on specific interactional and instructional strategies can positively impact engagement.
- Classroom interactions play a significant role in adolescent development and learning.
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