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Teacher concerns and elementary student outcomes in a school-based preventive intervention
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Text
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Title
Teacher concerns and elementary student outcomes in a school-based preventive intervention
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001600001.ETD.17538
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ETD_1133
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English
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theses
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Topic
Psychology
Subject
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(authority = ETD-LCSH)
Topic
Child psychology
Subject
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(authority = ETD-LCSH)
Topic
Adjustment (Psychology) in children
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(authority = ETD-LCSH)
Topic
Adjustment (Psychology)
Abstract
Teachers' feelings about, attitudes towards, and perceptions of their ability to implement a particular program (called concerns by Hall, George, & Rutherford, 1977) are often assumed to influence program delivery and, thereby, student outcomes. In this study, a conceptual model of implementation (Greenberg, Domitrovich, Graczyk, and Zins, 2005) helped elucidate how teacher concerns might influence student outcomes in a social-emotional learning (SEL) program. Specifically, this process could occur through the dosage, timing, and quality of program delivery, through teachers' psychological "readiness" to implement the program, and through the environment they establish in their classrooms, which may or may not support program principles. Three main hypotheses were generated for study: that teacher concerns would change over time, that student outcomes would vary with different profiles of teacher concerns, and that certain teacher concern types could have cumulative effects on students over two years of program implementation.
Over the course of two years, approximately 100 teachers in a disadvantaged, urban, and ethnic minority school district in central New Jersey completed the Stages of Concern Questionnaire (SoCQ) describing their attitudes about the program, and student and teacher ratings of student behavior were gathered. Approximately 2,300 second-, third-, and fourth-grade students participated. Cluster analyses of teachers' responses to the SoCQ yielded four distinct concerns profiles in each year. Analyses regarding developmental patterns of teacher concerns and their relationships to student outcomes yielded mixed results that did not clearly support or detract from the proposed relationships among these variables.
This study illustrated the importance of measuring a wide variety of implementation details when examining questions of this kind, using objective ratings instead of (or in addition to) student- and teacher-rated measures of behavior change, and employing multilevel modeling techniques (as opposed to traditional analyses of variance) when analyzing data nested within classrooms and schools. In addition, analyses suggested organizational effects on teacher concerns, certain profiles of teacher concerns that may be unique to disadvantaged districts, and varying rates of change among different aspects of student behavior as SEL skills are being acquired.
Over the course of two years, approximately 100 teachers in a disadvantaged, urban, and ethnic minority school district in central New Jersey completed the Stages of Concern Questionnaire (SoCQ) describing their attitudes about the program, and student and teacher ratings of student behavior were gathered. Approximately 2,300 second-, third-, and fourth-grade students participated. Cluster analyses of teachers' responses to the SoCQ yielded four distinct concerns profiles in each year. Analyses regarding developmental patterns of teacher concerns and their relationships to student outcomes yielded mixed results that did not clearly support or detract from the proposed relationships among these variables.
This study illustrated the importance of measuring a wide variety of implementation details when examining questions of this kind, using objective ratings instead of (or in addition to) student- and teacher-rated measures of behavior change, and employing multilevel modeling techniques (as opposed to traditional analyses of variance) when analyzing data nested within classrooms and schools. In addition, analyses suggested organizational effects on teacher concerns, certain profiles of teacher concerns that may be unique to disadvantaged districts, and varying rates of change among different aspects of student behavior as SEL skills are being acquired.
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x, 167 pages
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Ph.D.
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Includes bibliographical references (p. 159-164).
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Parker
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Sarah J
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Sarah J. Parker
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Elias
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Maurice
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Maurice J Elias
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Karlin
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Robert
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Robert A Karlin
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De Lisi
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Richard
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Richard De Lisi
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Greenberg
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Mark
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Mark T Greenberg
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Rutgers University
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Graduate School - New Brunswick
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2008
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2008-10
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Graduate School - New Brunswick Electronic Theses and Dissertations
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rucore19991600001
Identifier
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doi:10.7282/T3BK1CNH
Genre
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ETD doctoral
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Sarah Parker
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Rutgers University. Graduate School - New Brunswick
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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