Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior

Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail; Carr, Staci; Ogston, Paula L.

doi:10.1177/1098300713478666

Cited by 68 publications

(65 citation statements)

References 27 publications

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“…Finally, two studies focused on developing explicit strategies for classroom management, for instance helping teachers to reduce children's challenging behaviours (e.g. Lonigan et al ., ; Conroy et al ., ).…”

Section: Resultsmentioning

confidence: 97%

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Rogers

Brown

Pobleté

2019

Review of Education

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In response to the ongoing policy drive in the UK to improve the skills level of the early years (EY) workforce, raise the quality of early years education (EYE), and reduce the disadvantage gap for young children, a systematic review was conducted on approaches to professional learning and development (PDL) that report impact on outcomes for children in EYE. The aim of the review, funded by the Nuffield Foundation, was to consider the impact of PDL approaches in the ongoing UK context. However, of the 24 studies considered, none were conducted in the UK, suggesting that much more work is needed in this area. The review showed that approaches to PDL which combine coaching, with new knowledge and opportunities for reflection on practice, may be most effective in improving outcomes in EY settings. However, the evidence on duration, frequency and intensity of PDL, though likely to be important factors in the degree of effectiveness, is inconclusive and requires further research.

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Section: Resultsmentioning

confidence: 97%

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Rogers

Brown

Pobleté

2019

Review of Education

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“…In addition, teacher implementation of BEST in CLASS strategies will be examined using data from both treatment and comparison conditions in year 2 of the RCT. While other investigations report child and teacher outcomes related to the BEST in CLASS model (see Conroy, Sutherland, Vo, et al, 2014;Conroy, Sutherland, Algina, et al, 2014;Sutherland, McLeod, Conroy, Abrams, & Smith, 2014;Sutherland, Conroy, Vo, Abrams, & Ogston, 2013), this is the first article to present descriptive data on the practice-based coaching component of the model and as such provides important information related to the use of practice-based coaching and teacher implementation of identified practices.…”

Section: Professional Development For Individualizing Instructionmentioning

confidence: 95%

“…A number of studies (e.g., Conroy, Sutherland, Vo, Carr, & Ogston, 2014;Conroy, Sutherland, Algina, et al, 2014;Fox, Hemmeter, Snyder, Binder, & Clarke, 2011;Hemmeter, Snyder, Kinder, & Artman, 2011) have employed a practice-based coaching model to support teachers' use of effective practices to improve children's social, emotional, and behavioral outcomes. For example, in a recent study Fox et al (2011) examined the relationship between professional development training, including coaching, and teachers' implementation of promotion and prevention practices.…”

Section: Professional Development For Individualizing Instructionmentioning

confidence: 99%

“…During the 1-day workshop and throughout practice-based coaching, teachers and coaches use a standardized manual to discuss and plan for the use of specific practices associated with BEST in CLASS, namely Rules, Precorrection, Behavior Specific Praise, Opportunities to Respond, Corrective Feedback, and Instructive Feedback. For specific information about these practices and their use within BEST in CLASS, see Conroy, Sutherland, Vo, et al (2014).…”

Section: Best In Class Practice-based Coachingmentioning

confidence: 99%

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Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

Sutherland

Conroy

et al. 2014

School Mental Health

Self Cite

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The purpose of this article is to describe the practice-based coaching model used in BEST in CLASS, a Tier-2 classroom-based intervention comprised of evidence-based instructional practices designed to prevent and ameliorate the chronic problem behaviors of young children at risk for the development of emotional/behavioral disorders. Following a description of the model, data from year two of an ongoing 4-year randomized control trial are presented that describe (a) the amount (i.e., dosage) of coaching teachers received during BEST in CLASS implementation, (b) the integrity with which coaches implemented the BEST in CLASS coaching model, and (c) subsequent teacher implementation of the BEST in CLASS strategies. Forty-eight (23 BEST in CLASS; 25 comparison) teachers and ten coaches participated in this descriptive study. Data indicate that following coaches' observations, teachers received approximately 30 min of practice-based coaching during coaching meetings each week of implementation, and integrity data indicate that coaches implemented the critical coaching skills during the coaching meetings with integrity. Adherence data indicate that teachers in the treatment group increased their extensiveness of the use of BEST in CLASS practices at both post-treatment and 1-month follow-up compared to comparison teachers; competence data indicated that teachers in the treatment group increased the quality of delivery of practices at post-treatment compared to comparison teachers. Implications of these findings for both future research and practice-based coaching implementation are discussed.

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“…Kindergarten teachers' classroom managent beliefs realtionships with the children in the kindergarten for their socioemotional development, academic achievement and later school success is well documented in the literature (Birch & Ladd, 1997;Brock et al, 2008;Hamre & Pianta, 2001;Pianta & Stuhlman, 2004;Roorda et al, 2011). However, there is a gap concerning the connection between kindergarten teachers' classroom management beliefs and practices, although the issue of children behavior management in the preschool years is still of great concern ( Beazidou, Botsoglou & Andreou, 2013;Conroy, et al, 2013;Conroy et al, 2014). It is argued that in-service teachers are not well prepared to cope with students' behavior problems (Campbell, 1995;Stormont, Reinke & Herman, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Penderi¹,

Rekalidou²

2015

JEHD

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AbstactThe educational literature provides a consensus over two basic ideological systems about student behavior control. The custodial orientation is related to the traditional scope of education delivering to the teacher the responsibility of students' control. The humanistic orientation emphasizes on children's self-regulation and participation in classroom management processes. Accordingly, Willower and his associates (1967) developed a rating system, Pupils Control Ideology (PCI). With reference to preschool education, there is a gap in the literature concerning teachers' personal ideologies about classroom management and behavior control. Of great importance is future teachers' idea concerning discipline, as they seem to determine the practices during their teaching carriers. The purpose of the study is to examine the psychometric properties of the Preschool Children Control Ideology (PCCI), developed by modifying the 20 items of the original scale and adding six more concerning rules setting. It was tested with a sample of 294 future kindergarten students. The scale had high internal consistency. Student teachers had more or less balanced ideas over the continuum of custodial and humanistic control ideologies, with a shift to a more humanistic orientation. Senior students to have more humanistic believes than juniors. Teaching efficacy beliefs were positively related with the humanistic beliefs.Keywords: pupils control ideolory, kindergarten, prospective teachers, teaching efficacy, Greece IntroductionAccoding to Wolfgang and Glickman (1986), classroom discipline refers to structures and rules that shape students' behavior and to teachers' efforts to cotrol students so that they comply to these rules. In a recent study, Gursmsek (2014) provided a very comprehensive description of discipline scope. "The main aim of discipline is to socialize children and help them to construct their own values, to teach students to cooperate with others and to develop integrity to make ethical choices and the confidence to act on their values" (p. 437). A discipline model consists of a set of concrete processes that function in multiple ways, focusing on setting rules and maintaining discipline or/and restoring classroom harmonious relationships and functioning. It represents a certain philosophical orientation towards classroom management delivered through a number of practices that may reflect a range of either custodial or humanistic beliefs. These practices are influential in forming social and pedagogical relationships and affect students' social development and school success. As McCaslin and Good (1992) argue, there should be continuity between learning goals and classroom management aims. When, for example the curriculum mandates the development of skills through children's self-regulation, this principle should be followed not only in the academic domain but also when it comes to behavior and relationships management in the classroom. It is noted, however, that although modern curricula lay emphasis on critical th...

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Early Childhood Teachers’ Use of Effective Instructional Practices and the Collateral Effects on Young Children’s Behavior

Cited by 68 publications

References 27 publications

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

A systematic review of the evidence base for professional learning in early years education (The PLEYE Review)

Implementation Integrity of Practice-Based Coaching: Preliminary Results from the BEST in CLASS Efficacy Trial

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

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