Teaching high-expectation strategies to teachers through an intervention process
Year: 2014
Type: article
Study design: Clinical Trial
Abstract: This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from workshop evaluations, cluster meeting reports and pen-and-paper evaluations were analyzed using a thematic approach. Findings revealed that teachers involved in the intervention refined and changed their practices by creating flexible grouping, enhancing the class climate and supporting students’ goal-setting. The teachers reported benefits as well as challenges and barriers to intervention implementation.
Institution: University of Auckland
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funders: Royal Society Te Apārangi, Marsden Fund
OpenAlex ID: W2051985674