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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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My Teaching Partner-Secondary: A video-based coaching model.

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  • 1Rutgers The State University of New Jersey, 152 Frelinghuysen Road, Piscataway, NJ.

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Summary
This summary is machine-generated.

The My Teaching Partner-Secondary (MTP-S) program uses coaching cycles to improve teacher practices in secondary schools. Research shows MTP-S effectively boosts student achievement and reduces racial disparities in discipline.

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Area of Science:

  • Educational Psychology
  • Teacher Professional Development
  • Classroom Management

Background:

  • The My Teaching Partner (MTP) program, initially for early education, has been adapted for secondary schools (MTP-S).
  • There is a critical need for effective coaching models tailored to middle and high school educators.
  • MTP-S aims to support teachers in reflecting on classroom emotional, organizational, and instructional elements.

Purpose of the Study:

  • To present the theoretical framework underpinning the MTP-Secondary (MTP-S) program.
  • To detail the key components of the MTP-S coaching cycle.
  • To synthesize existing research on MTP-S effectiveness in secondary education.

Main Methods:

  • The study synthesizes research on the MTP-S program's implementation and outcomes.
  • It focuses on the theoretical underpinnings and practical application of coaching cycles.
  • Analysis includes data on student achievement, peer interactions, and disciplinary equity.

Main Results:

  • MTP-S demonstrates effectiveness in enhancing student academic achievement.
  • The program promotes positive peer interactions within secondary classrooms.
  • MTP-S has shown success in reducing racial disparities in teachers' disciplinary actions.

Conclusions:

  • The MTP-S coaching model provides a viable framework for secondary school teacher development.
  • Evidence supports MTP-S's positive impact on student outcomes and classroom equity.
  • Further research is needed to refine coaching theories for secondary education.