Helping high school teachers to effectively engage students: exploring the potential of a professional development series

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Preventing School Failure Pub Date : 2021-09-28 DOI:10.1080/1045988X.2021.1922332

M. A. M. Iver, D. Iver, E. Clark

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Abstract

ABSTRACT This article reports on a quasi-experimental pilot study of the impacts of a high school teacher professional development (PD) series. The 10-session series, “Engaging High School Students in Academic Work,” was designed to equip teachers to deepen students’ learning and engagement and thereby increase course-passing rates. The study took place in a district in the U.S. Southwest that selected two of its interested high schools with similar demographic characteristics to participate, one receiving the PD and the other serving as the comparison school. Longitudinal analyses found statistically and educationally significant impacts of the PD series on four of the five measures in the primary outcome domain (students’ course passing) and on teachers’ reports of providing extra help. The article discusses limitations of the study and the need for further exploration of how PD can lead teachers to adopt more engaging instructional practices. It offers readers access to all PD materials and invites them into dialogue about how to adapt the PD series and its implementation going forward.

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帮助高中教师有效地吸引学生:探索专业发展系列的潜力

摘要本文报道了一项关于高中教师专业发展（PD）系列影响的准实验性试点研究。“让高中生参与学术工作”系列课程共10期，旨在让教师加深学生的学习和参与，从而提高课程通过率。这项研究在美国西南部的一个地区进行，该地区选择了两所人口特征相似的感兴趣的高中参加，一所接受PD，另一所作为比较学校。纵向分析发现，PD系列对主要结果领域的五项指标中的四项（学生的课程通过率）和教师提供额外帮助的报告产生了统计和教育上的显著影响。本文讨论了这项研究的局限性，以及进一步探索PD如何引导教师采用更具吸引力的教学实践的必要性。它为读者提供了访问所有PD材料的机会，并邀请他们就如何改编PD系列及其未来的实施进行对话。

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.