WWC review of this study

Enhancing secondary school instruction and student achievement: Replication and extension of the My Teaching Partner-Secondary intervention

Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Journal of Research on Educational Effectiveness, 8(4), 475–489. Retrieved from: https://eric.ed.gov/?id=EJ1078792

  • Quasi-Experimental Design
     examining 
    1,195
     Students
    , grades
    6-12
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: October 2017

Academic achievement outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

Commonwealth of Virginia Standards of Learning (SOL) tests

MyTeachingPartner–Secondary vs. Business as usual

2 Years

Full sample;
1,195 students

N/A

N/A

Yes

 
 
18

Characteristics of study sample as reported by study author.


  • 0% English language learners

  • 37% Free or reduced price lunch

  • Female: 0%
    Male: 48%
  • Race
    Asian
    3%
    Black
    58%
    White
    31%
  • Ethnicity
    Hispanic
    9%
    Not Hispanic
    0%

  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
    • r
    • s
    • t
    • u
    • x
    • w
    • y

    Virginia

Setting

The study took place in five schools in an urban district in Virginia. The schools were middle schools or high schools. Schools had between 1,120 and 1,900 students.

Study sample

Teachers in the intervention group had on average 10.2 years of teaching experience, while the teachers in the control group had 8.6 years of experience. 81.8% of teachers in the intervention group had a master's degree or higher, while in the comparison group, 78.% did. 59.1% of the intervention teachers were female, while 70.7% of the comparison teachers were female. 46.6% of students in the intervention group were male, while 49.1% of students in the comparison group were male. 37.2% of students in the intervention group were from families <200% of the poverty line, while in the comparison group 37.2% were. The intervention group was 1.2% Asian, 59.3% African American, 9.3% Hispanic, and 30.2% white, while the comparison group was 3.9% Asian, 56.5% African American, 8.6% Hispanic, and 31.0% White.

Intervention Group

Participants from both conditions attended a three-hour workshop before the start of the new school year during which teachers chose their focal class (i.e., their most academically challenging class that would have SOL data available), and learned about the consent process and how the data would be collected. Teachers in the intervention group attended an extended workshop with master teacher coaches. Teachers learned about the principles of the My Teaching Partner-Secondary (MTP-S) program, which are derived from the CLASS-S (Classroom Assessment Scoring System-Secondary). They discussed the theory behind the program as well as watched videos of teachers using the principles. Several coaching cycles (about every 6 weeks) were scheduled where teachers videotaped their own classrooms and the master teacher coaches created video segments of relevant (CLASS-S dimensions) teaching practices and posted them on the internet for the teacher to consider their own behavior in the video clip and how it was effecting students. The teacher and master teacher coach then discussed improving teacher-student relationships and engaging all students.

Comparison Group

The comparison condition was a business-as-usual comparison condition. Participants from both conditions attended a three-hour workshop before the start of the new school year during which teachers chose their focal class (i.e., their most academically challenging class that would have SOL data available), and learned about the consent process and how the data would be collected.

Support for implementation

Each teacher was randomly assigned to a master teacher coach who aided them during the school year. Part of the intervention was coaching cycles that occurred about every 6 weeks. Teachers and master teacher coaches examined teachers' coaching and discussed ways that teachers could improve their use of the principles.

 

Your export should download shortly as a zip archive.

This download will include data files for study and findings review data and a data dictionary.

Connect With the WWC

newsflash icon contact icon facebook icon twitter icon
loading
back to top