The Role of Teacher Communicator Style in the Delivery of a Middle School Substance Use Prevention Program

Autor/inn/en	Giles, Steven M.; Pankratz, Melinda M.; Ringwalt, Chris; Jackson-Newsom, Julia; Hansen, William B.; Bishop, Dana; Dusenbury, Linda; Gottfredson, Nisha
Titel	The Role of Teacher Communicator Style in the Delivery of a Middle School Substance Use Prevention Program
Quelle	In: Journal of Drug Education, 42 (2012) 4, S.393-411 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-2379
Schlagwörter	Delivery Systems; Interpersonal Communication; Individual Characteristics; Substance Abuse; Prevention; Teaching Styles; Teacher Student Relationship; Learner Engagement; Student Attitudes; Teaching Skills; Intervention; Student Surveys; Teacher Surveys; Grade 7; Behavior Problems; Academic Achievement; Teacher Effectiveness; Factor Analysis; Least Squares Statistics; Regression (Statistics); Illinois + Suchen Sie Ihr Suchwort? Auslieferung; Interpersonale Kommunikation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Drug use; Drug consomption; Drogenkonsum; Prävention; Vorbeugung; Lehrstil; Unterrichtsstil; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schülerbefragung; School year 07; 7. Schuljahr; Schuljahr 07; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Faktorenanalyse; Regression; Regressionsanalyse
Abstract	We examine whether teachers' communicator style relates to student engagement, teacher-student relationships, student perceptions of teacher immediacy, as well as observer ratings of delivery skills during the implementation of All Stars, a middle school-based substance use prevention program. Data from 48 teachers who taught All Stars up to 3 consecutive years and their respective seventh-grade students (n = 2,240) indicate that having an authoritative communication style is negatively related to student engagement with the curriculum and the quality of the student-teacher relationship, while having an expressive communicator style improves teachers' immediacy to student needs. Adaptations made by a subsample of teachers (n = 27) reveal that those who were more expressive asked students more questions, used more motivational techniques, and introduced more new concepts than authoritarian teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01