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Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

机译:有效的师生互动在中学课堂的意见:预测学生成绩有了课堂评分制中学

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摘要

Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System—Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance on end-of-year standardized achievement tests. Classrooms characterized by a positive emotional climate, with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and a focus on analysis and problem solving were associated with higher levels of student achievement. Effects of higher quality teacher–student interactions were greatest in classrooms with fewer students. Implications for teacher performance assessment and teacher effects on achievement are discussed.
机译:使用多层建模技术,对在37个中学教室中注册的643名学生进行了抽样,根据观察到的老师与教室中学生的互动来预测未来的学生成绩(控制基线成绩),并使用“课堂评估评分系统-中学”进行编码。在计入上一年度的考试成绩后,教师与学生互动的质量可以预测年底的标准化成绩考试中的学生成绩。具有积极情绪氛围,对青少年需求和观点敏感,使用多样化且引人入胜的教学方法以及注重分析和解决问题的教室与更高水平的学生成绩相关。在学生人数较少的教室中,高质量的师生互动效果最大。讨论了对教师绩效评估和教师对成绩的影响。

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