An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

By J. Allen, Robert C. Pianta, A. Gregory, Amori Yee Mikami, Janetta Lun. Science, 2011

580 citations recorded by the source corpus.

“Just the facts” is not enough. Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner–Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/06c108f520738f6c58cf0a2811bc5b878d4159dc

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Citations in the corpus

Non-Cognitive Ability, Test Scores, and Teacher Quality: Evidence from 9th Grade Teachers in North Carolina (2012, unknown): “1 * ,1 , ,* , ,1 , ,* , ,1 ,* , cov( , ) cov( , ) cov( , ) var( ) 0 c c j c c j c c j n n j c c c j                  [2]”
Identifying the characteristics of effective teacher professional development: a critical review (2020, background): “While research has identified some programmes or interventions for which there is persuasive evidence of impact on pupil attainment (e.g. Allen et al., 2011; Allen et al., 2015), most schools do not have access to these programmes, due to either cost or location.”
Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement (2015, background): “…effectiveness if they participate in a rigorous teacher evaluation program (Taylor & Tyler, 2012), find more productive school matches (Jackson, 2013), or engage in effective on-the-job training (e.g., Matsumura et al., 2010; Neuman & Cunningham, 2009; Powell et al., 2010; Allen et al., 2011).”
The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…emotional support (Cooper, 2014), supportive relations with the teacher (Skinner & Pitzer, 2012) and peers (Ruzek et al., 2016), teachers’ autonomy support (Hospel & Galand, 2016; Reeve, 2006), peer interactions (Allen et al., 2011), and a supportive relational environment (Roorda et al., 2011).”
Effect of Observation Mode on Measures of Secondary Mathematics Teaching (2013, methodology): “Across these studies, researchers have documented that training and calibration procedures prescribed by CLASS can produce adequate levels of agreement between raters (e.g., Allen et al., 2011; Mashburn et al., 2008).”
What Do Test Scores Miss? The Importance of Teacher Effects on Non–Test Score Outcomes (2018, unknown): “Such approaches have been used successfully to increase test scores (Allen et al. 2011; Taylor and Tyler 2012).”
The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence (2018, methodology): “we reviewed, only four reported outcomes from a follow-up year (Allen et al., 2011; Blazar & Kraft, 2015; Garet et al., 2008; Teemant, 2014).”