Teacher Anxiety Program for Elementary Students (TAPES): Intervention Development and Proposed Randomized Controlled Trial

Autor/inn/en	Ginsburg, Golda S.; Pella, Jeffrey E.; Piselli, Kate; Chan, Grace
Titel	Teacher Anxiety Program for Elementary Students (TAPES): Intervention Development and Proposed Randomized Controlled Trial
Quelle	20 (2019), Artikel 792 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Anxiety; Elementary School Students; Elementary School Teachers; Teacher Role; Program Development; Program Evaluation; Program Effectiveness; Faculty Development; Stress Management; Parent Education; Planning; Coping; Stress Variables; Fear; Classroom Environment; Teacher Behavior; Behavior Change; Rating Scales; Teacher Student Relationship; Parent Teacher Cooperation; Burnout; Behavior Problems; Student Behavior; Mental Health; Randomized Controlled Trials; Connecticut; Student Teacher Relationship Scale; Maslach Burnout Inventory; Woodcock Johnson Tests of Achievement; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Angst; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Programmplanung; Programme evaluation; Programmevaluation; Stressmanagement; Stressbewältigung; Parents education; Elternbildung; Elternschule; Ablaufplanung; Planungsprozess; Bewältigung; Furcht; Klassenklima; Unterrichtsklima; Teacher behaviour; Lehrerverhalten; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Student behaviour; Schülerverhalten; Psychohygiene
Abstract	Background: Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help students manage their anxiety. Unfortunately, teachers lack the knowledge and skills to support the learning of students with excessive anxiety. The Teacher Anxiety Program for Elementary Students (TAPES), a novel teacher-administered school-home collaborative intervention, was designed to address this gap. Methods: This manuscript describes the protocol for developing and evaluating TAPES. Specifically, we present a description of: (1) the intervention and theoretical model; and (2) methods for the proposed randomized controlled trial comparing TAPES to a standard professional development seminar focused on reducing student anxiety. Discussion: Primary aims examine the impact of the TAPES training on teacher knowledge and skill. Secondary aims examine the impact of TAPES on student outcomes. Exploratory aims will examine mediators based on our proposed theory of change. If effective, TAPES has the potential to directly benefit teachers (improving skills) and students (reducing anxiety and improving functioning). (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01