Abstract

The purpose of the present study was to assess the effects of a professional development program on sixth grade teachers’ use of social dynamics management (SDM) practices. SDM practices represent teachers’ active attempts to incorporate classroom social dynamics into everyday instructional and behavior management strategies. Sixth grade teachers (n = 17) from two middle schools were randomly assigned to receive the Supporting Early Adolescent Learning and Social Success (SEALS) or to a business-as-usual control condition. Teachers who received the training and consultation provided by SEALS reported more frequent use of SDM practices aimed at managing the general social dynamics of their students and supporting youth who are socially isolated. The latter effect was maintained at a post-intervention follow-up. These results build on a growing body of research on the role of teachers in shaping their students’ peer relationships.

摘要

本研究的目的是评估专业发展计划对六年级教师使用社会动力管理（SDM）做法的影响。SDM实践表示教师积极尝试将课堂社会动态纳入日常教学和行为管理策略中。六年级老师（n = 17）来自两所中学的学生被随机分配接受“支持早期青少年学习和社会成功（SEALS）”或“照常营业”的控制条件。接受SEALS提供的培训和咨询的教师报告说，更频繁地使用SDM做法，目的是管理学生的总体社会动力并支持与社会隔绝的青年。干预后的随访中保持了后者的效果。这些结果建立在对教师在塑造学生同伴关系方面的作用的研究不断发展的基础上。