2015
DOI: 10.1177/1476718x15579747
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Exploring the effects of a universal classroom management training programme on teacher and child behaviour: A group randomised controlled trial and cost analysis

Abstract: Teachers frequently struggle to cope with conduct problems in the classroom. The aim of this study was to assess the effectiveness of the Incredible Years Teacher Classroom Management Training Programme for improving teacher competencies and child adjustment. The study involved a group randomised controlled trial which included 22 teachers and 217 children (102 boys and 115 girls). The average age of children included in the study was 5.3 years (standard deviation = 0.89). Teachers were randomly allocated to a… Show more

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Cited by 33 publications
(33 citation statements)
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References 44 publications
(65 reference statements)
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“…Only two records met inclusion criteria for both quantitative and qualitative strands of this review (McGilloway et al, 2010;Leckey et al, 2016). Studies in the quantitative strand took place in Jamaica (Baker-Henningham et al, 2012;Baker-Henningham & Walker, 2018), Limerick, Ireland (McGilloway et al, 2010Hickey et al, 2015;Leckey et al, 2016), Missouri, USA (Reinke et al, 2014(Reinke et al, , 2016Herman & Reinke, 2017), North Carolina, USA (Murray et al, 2012;Murray et al, 2014;Murray et al, 2018), Rhode Island, USA (Shepard et al, 2008), and Wales (Martin, 2009;Hutchings et al, 2013). Studies in the qualitative strand took place in Dublin, Ireland (Davenport & Tansey, 2009;Kennedy, 638 E. Nye et al 2016), England (Marlow et al, 2015), Jamaica (Baker-Henningham & Walker, 2009), Limerick, Ireland (McGilloway et al, 2010, 2012Hyland, 2014;Leckey et al, 2016) and Wales (Hutchings et al, 2007).…”
Section: Resultsmentioning
confidence: 99%
“…Only two records met inclusion criteria for both quantitative and qualitative strands of this review (McGilloway et al, 2010;Leckey et al, 2016). Studies in the quantitative strand took place in Jamaica (Baker-Henningham et al, 2012;Baker-Henningham & Walker, 2018), Limerick, Ireland (McGilloway et al, 2010Hickey et al, 2015;Leckey et al, 2016), Missouri, USA (Reinke et al, 2014(Reinke et al, , 2016Herman & Reinke, 2017), North Carolina, USA (Murray et al, 2012;Murray et al, 2014;Murray et al, 2018), Rhode Island, USA (Shepard et al, 2008), and Wales (Martin, 2009;Hutchings et al, 2013). Studies in the qualitative strand took place in Dublin, Ireland (Davenport & Tansey, 2009;Kennedy, 638 E. Nye et al 2016), England (Marlow et al, 2015), Jamaica (Baker-Henningham & Walker, 2009), Limerick, Ireland (McGilloway et al, 2010, 2012Hyland, 2014;Leckey et al, 2016) and Wales (Hutchings et al, 2007).…”
Section: Resultsmentioning
confidence: 99%
“…We identified four RCTs of TCM as a stand-alone intervention that have explored the impact of TCM on primary school-aged pupils and their teachers. [38][39][40][41] A summary of these trials is given in Table 2.…”
Section: Pre-post Studies Of Teacher Classroom Managementmentioning
confidence: 99%
“…Those who had high baseline social or behavioural difficulties improved relative to those in the control group Ireland, Hickey et al 39 201722 teachers (one intervention and one control from each of the 11 participating schools); 12 children from each class T-POT 42 Teacher-completed SDQ 36…”
Section: Childrenmentioning
confidence: 99%
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“…This study did not include a control group, but teachers’ scores on the Teachers Sense of Efficacy scale (Tschannen‐Moran & Wollfolk, ) suggested perceived improvements in classroom management (mean change pre‐ to post‐: 2.1, 95% CI: 0.4 to 3.8) and in professional efficacy on the Maslach Burnout Inventory (mean change pre‐ to post‐: 2.3, 95% CI: −0.3 to 4.9). No other randomized trials of TCM have measured the potential impact on teachers’ mental health or professional confidence (Hickey et al ., ; Hutchings, Martin‐Forbes, Daley, & Williams, ; Martin, ; Murray et al ., ; Reinke, Herman, & Dong, ).…”
Section: Introductionmentioning
confidence: 99%