Effects of a Developmentally Based Intervention with Teachers on Native American and White Early Adolescents' Schooling Adjustment in Rural Settings

Autor/inn/en	Hamm, Jill V.; Farmer, Thomas W.; Robertson, Dylan; Dadisman, Kimberly A.; Murray, Allen; Meece, Judith L.; Song, Samuel Y.
Titel	Effects of a Developmentally Based Intervention with Teachers on Native American and White Early Adolescents' Schooling Adjustment in Rural Settings
Quelle	In: Journal of Experimental Education, 78 (2010) 3, S.343-377 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
Schlagwörter	Rural Schools; Intervention; American Indians; Academic Achievement; Early Adolescents; Student Adjustment; Professional Development; White Students; Social Adjustment; Control Groups; Achievement Gains; Regression (Statistics); Student Attitudes; Educational Environment; Student Behavior + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; American Indian; Indianer; Schulleistung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Achievement gain; Leistungssteigerung; Regression; Regressionsanalyse; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Student behaviour
Abstract	This study reports the effectiveness of a developmentally based, teacher professional development intervention aimed at improving early adolescent school adjustment. Teachers in rural schools in a Northern Plains state took part in professional development activities across a year. Following a randomized control trial design, Native American and White students' (N = 165) social, behavioral, and academic adjustment was assessed in intervention compared with control schools. Regression analyses, controlling for baseline and demographic variables, indicated that students in intervention schools improved in achievement, and improved or sustained beginning-of-year schooling dispositions, and perceptions of the school social/affective context, in comparison with evident declines for students in control schools. Native American students more so than White students evidenced particular gains in achievement and perceptions of the school social/affective context. (Contains 4 tables, 4 figures, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10