Outcomes of the Best in Class Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

Autor/inn/en	Conroy, Maureen A.; Sutherland, Kevin S.; Algina, James; Ladwig, Crystal; Werch, Brittany; Martinez, Jose; Jessee, Gabriel; Gyure, Maria
Titel	Outcomes of the Best in Class Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality
Quelle	In: School Psychology Review, 48 (2019) 1, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Intervention; Teacher Effectiveness; Self Efficacy; Educational Quality; Outcomes of Education; Emotional Disturbances; Behavior Disorders; Young Children; Early Childhood Education; Faculty Development; Preschool Teachers; Program Implementation; Classroom Environment; Teaching Methods; Pretests Posttests; At Risk Students; Randomized Controlled Trials; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Lernleistung; Schulerfolg; Gefühlsstörung; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A growing body of research exists on the effectiveness of classroom-based intervention programs to prevent and ameliorate social, emotional, and learning difficulties demonstrated by young children at risk for emotional and behavioral disorders (EBD). Yet, little research has examined the influence of these targeted intervention programs on the teachers who are trained to deliver them. Impacts of the professional development associated with the intervention on teachers who implement the intervention are important to examine. Data from a 4-year study examining the efficacy of BEST in CLASS were used to examine the effect of BEST in CLASS on teachers' implementation of effective instructional practices, their sense of self-efficacy, and classroom quality. Using a multisite cluster randomized trial, a total of 186 early childhood teachers were included (92 assigned to BEST in CLASS and 94 assigned to a comparison group). Findings indicate BEST in CLASS positively impacted teachers' use of effective instructional practices, their sense of self-efficacy, and their overall classroom quality compared to teachers in the control condition. Future research and implications for professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01