支持在治疗环境中实施文化响应式教学
Lindsay M Fallon1, Diana P Laenen1, Julia Kausel1
1Department of Counseling and School Psychology, University of Massachusetts Boston.
School psychology (Washington, D.C.)
|July 25, 2024
概括
培训和视频促使教师在治疗学校中更好地实施文化响应式教学和学生行为. 需要进一步的研究来证实这些发现在更广泛的教育环境中.
科学领域:
- 教育心理学教育心理学
- 课堂管理 课堂管理
- 教师培训 培训教师培训
背景情况:
- 对多元化的学生群体来说,对文化敏感的教学至关重要.
- 需要有效的策略来支持教师实施这些计划.
- 治疗学校对行为和参与提出了独特的挑战.
研究的目的:
- 评估培训和电子邮件视频提示对教师实施文化响应教学计划的影响.
- 评估这些干预措施对学生学术参与和破坏性行为的影响.
- 在此背景下,探索单个案例撤回设计的有效性.
主要方法:
- 采用了一个单一的提款设计.
- 数据收集包括教师实施忠诚度,学生学术参与度和破坏性行为观察.
- 还收集了教师关于学生成绩的自我报告数据.
主要成果:
- 培训和视频提示导致教师实施文化响应计划的改进.
- 学生的学术参与和破坏性行为显示出积极的变化.
- 与随后的相比,在初始阶段变化 (A到B) 中的影响更为明显.
结论:
- 培训和电子邮件视频提示显示了增强文化响应教学和提高学生成绩的希望.
- 在不同的实施阶段,有效性可能会有所不同.
- 建议进行进一步的研究,以将这些发现推广到各种治疗性学校环境中.
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