Promoting Teacher Problem-Solving and Communication Skills in the Rural Context: An Experimental Test

• In Event: 64.033 - Innovative and Promising Pedagogy and Practices: The Social Context of Motivation

Abstract

This study used an experimental design to examine the immediate and maintenance effects of a teacher-parent partnership intervention called Conjoint Behavioral Consultation (CBC) on K-3 teachers’ outcomes within the rural context. Teacher outcomes were assessed four times over two years. Longitudinal growth modeling revealed that relative to controls, teachers in the CBC condition demonstrated greater increases in perceived problem-solving competence, collaborative problem-solving with parents, and communication quality with parents after initial intervention. Improvements in perceived problem-solving competence and communication quality with parents were retained one-year post-intervention. We argue that teacher-parent partnerships support teachers’ professional development and enhance families’ and schools’ capacities to address student behavior concerns.

Authors

• Katherine C Cheng, University of Nebraska - Lincoln

• Amanda L. Witte, University of Nebraska - Lincoln

• Lorey A. Wheeler, University of Nebraska - Lincoln

• Samantha R. A. Eastberg, University of Nebraska - Lincoln

• Susan M. Sheridan, University of Nebraska - Lincoln

• Paul Dizona, University of Nebraska - Lincoln