Examining Long-Term Intervention Effects to Promote Teacher Problem-Solving and Communication Skills in the Rural Context

Autor/inn/en	Cheng, Katherine C.; Witte, Amanda L.; Wheeler, Lorey A.; Sheridan, Susan M.; Gormley, Matthew J.; Chen, Donna; Eastberg, Samantha R. A.
Titel	Examining Long-Term Intervention Effects to Promote Teacher Problem-Solving and Communication Skills in the Rural Context
Quelle	In: School Psychology, 37 (2022) 5, S.378-387 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheng, Katherine C.) ORCID (Witte, Amanda L.) ORCID (Wheeler, Lorey A.) ORCID (Sheridan, Susan M.) ORCID (Gormley, Matthew J.) ORCID (Chen, Donna) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000512
Schlagwörter	Intervention; Parent Teacher Cooperation; Problem Solving; Preschool Teachers; Elementary School Teachers; Primary Education; Teaching Skills; Rural Education; Communication Skills; Rural Schools + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Problemlösen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ländliche Erwachsenenbildung; Kommunikationsstil; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Conjoint behavioral consultation (CBC), a teacher-parent partnership intervention, has been shown to yield immediate improvements in problem-solving skills and communication quality with parents for kindergarten through third grade teachers in rural schools. The purpose of the present study was to determine whether CBC can yield maintained effects on teacher skills and communication over a 1-year follow-up period. We used an experimental design to examine maintenance effects of CBC (n[subscript CBC] = 84, n[subscript Control] = 68). Outcomes were assessed four times: baseline, 12-week posttest (immediate effects), and twice during a 1-year follow-up period (maintenance effects). Longitudinal growth modeling revealed that immediate improvements in perceived problem-solving competence and communication quality with parents for teachers in the CBC condition compared to teachers in the control condition were maintained 1-year postintervention. CBC appears to support teachers' professional practices over time. Implications for enhancing families' and schools' capacities to address student behavior concerns are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01