Open AccessBrief teacher training improves student behavior and student–teacher relationships in middle school.
Author(s) -
Mylien T. Duong,
Michael D. Pullmann,
Joanne Buntain-Ricklefs,
Kristine Lee,
Katherine Benjamin,
Lillian Nguyen,
Clayton R. Cook
Publication year - 2019
Publication title -
school psychology
Language(s) - English
Resource type - Journals
eISSN - 2578-4226
pISSN - 2578-4218
DOI - 10.1037/spq0000296
Subject(s) - psycinfo , psychology , randomized controlled trial , medical education , professional development , student engagement , multilevel model , mathematics education , pedagogy , medicine , medline , computer science , surgery , machine learning , political science , law
Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g = .61, 95% CI [0.21, 1.02]), academically engaged time ( g = .81, 95% CI [0.01, 1.63]), and disruptive behavior ( g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR. (PsycINFO Database Record (c) 2019 APA, all rights reserved).