An empirical assessment of student outcome and classroom interactions during two phases of a sociocultural teacher training program

Ellen Maria Dabrowski, University of Pennsylvania

Abstract

This study empirically assessed student outcome and change in classroom interactions during two phases of a sociocultural teacher-training project implemented in a Mexican primary school. Phase 1 (preintervention) analyzed the prevalence of interpersonal (interactive) events versus noninterpersonal (passive) events using coded video recordings of several hours of normal classroom routines from four classrooms. The influence of the grade and sex of the students was also explored. Results indicated significantly greater prevalence of most passive events assessed than that of interactive events, irrespective of the grade and sex of the students. The yearlong teacher-training project was implemented in Phase 2. Experiment 1 assessed student outcome in reading comprehension and writing skills by comparing scores on yearend summaries of narrative and expository texts of intervention (experimental) school students with those of students in a control school. The effect of the variables of grade, sex of teacher, and sex of students on student outcome was also explored in the analyses between schools and in separate experimental-school analyses. Results indicated that, across both text types, students in the experimental school performed significantly better than those in the control school when assessed by grade. Experimental school scores were also influenced by the exploratory variables, with girls of female, particularly 2nd-grade, teachers performing significantly better across tests than other groups of girls or boys. Finally, Experiment 2 assessed the ongoing success (or failure) of the participating experimental school teachers to adopt basic sociocultural techniques in their classrooms, as determined by increasing interactive and decreasing passive events over the course of the intervention. Again, coded video recordings of normal classroom routines, taken three times during the year, were used and the effect of the variables of grade, sex of students, and sex of teacher was explored. Results were mixed for each event examined, with female teachers, particularly those in the second grade, showing the most success. Sex of students was not a notable influence in these analyses. ^

Subject Area

Education, Educational Psychology|Education, Teacher Training

Recommended Citation

Ellen Maria Dabrowski, "An empirical assessment of student outcome and classroom interactions during two phases of a sociocultural teacher training program" (January 1, 2000). Dissertations available from ProQuest. Paper AAI9976410.
http://repository.upenn.edu/dissertations/AAI9976410

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