Brief Teacher Training Improves Student Behavior and Student-Teacher Relationships in Middle School

Mylien T. Duong, Michael D. Pullmann, Joanne Buntain-Ricklefs, Kristine Lee, Katherine S. Benjamin, Lillian Nguyen, Clayton R. Cook

Research output: Contribution to journalArticle

3 Scopus citations

Abstract

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR aims to enhance teachers' skills in cultivating relationships with students and involves brief training (3 hr) and ongoing implementation supports. In a randomized controlled trial, 20 teachers and 190 students were assigned to EMR or control. Observers rated academically engaged time and disruptive behavior, and teachers reported on relationship quality. Multilevel models showed that EMR resulted in significant improvements in student-teacher relationships (Hedge's g = .61, 95% CI [0.21, 1.02]), academically engaged time (g = .81, 95% CI [0.01, 1.63]), and disruptive behavior (g = 1.07, 95% CI [0.01, 2.16]). Results indicate potential promise for EMR.

Original languageEnglish (US)
JournalSchool Psychology Quarterly
DOIs
StateAccepted/In press - Jan 1 2018

Keywords

  • Disruptive behavior
  • Middle school
  • Professional development
  • Student engagement
  • Student-teacher relationships

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