Working on What Works (WOWW): Coaching Teachers to Do More of What's Working

Kelly, Michael S.; Bluestone-Miller, Robin

doi:10.1093/cs/31.1.35

Cited by 28 publications

(24 citation statements)

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“…The findings from the current project contribute to the evidence base that exists around WOWW as a solution-focused classroom approach which can impact positively on pupil behaviour, relationships and respect in school (see also Berg & Shilts, 2004Bruce et al, 2009;Kelly & Bluestone-Miller, 2009). …”

Section: Discussionmentioning

confidence: 78%

“…It is questionable whether Educational Psychology Service (EPS) models of service delivery would be flexible enough to support weekly intervention over this time period if an EP were to act as a coach. Kelly and Bluestone-Miller (2009) report that in a pilot study of WOWW (with 21 teachers in five schools), results indicated an increase in teachers' perceptions of their classes as better behaved, of themselves as effective classroom managers, and an increase in the teachers' sense that pupils would view themselves as better behaved. No reference is made in this study to the time frame for intervention.…”

Section: Evidence Basementioning

confidence: 99%

“…There are currently few published studies reporting on the effectiveness of WOWW (Berg & Shilts 2004Kelly & Bluestone-Miller, 2009). Initial findings suggest WOWW has the power to influence positive change.…”

Section: Evidence Basementioning

confidence: 99%

“…The CT revisited scaling daily, in a number of ways, until the pupils became proficient and were able to independently rate themselves 28 E.L. Brown et al realistically, explaining their ratings and how they could improve. The authors reflect that the WOWW approach is flexible and can be adapted to suit pupils of all ages and abilities [see also Kelly and Bluestone-Miller (2009) who describe evaluation of the approach being used with Kindergarten through to eighth grade pupils].…”

Section: Limitations Of Current Studymentioning

confidence: 99%

“…At each stage observation should be once weekly, lasting around 40 minutes, with 15 minutes for feedback (and discussion from stage two onwards) (Berg & Shilts, 2005;Kelly & Bluestone-Miller, 2009 …”

Section: Introductionmentioning

confidence: 99%

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Working on What Works: working with teachers to improve classroom behaviour and relationships

Brown¹,

Powell²,

Clark³

2012

Educational Psychology in Practice

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The Working on What Works (WOWW) approach, which is based upon Solution-focused Brief Therapy, was implemented in a mainstream primary classroom over a 10-week period. The focus was on improving behaviour and relationships in class. Results demonstrated an improvement in teacher ratings for targets set by the class teacher compared with baseline. Pupils also set, and rated themselves on class targets. Observation of pupils, and their class-ratings, demonstrated a positive impact for these targets. Longer term follow-up suggested that this positive impact was maintained. It is concluded that WOWW had a positive impact on behaviour and relationships within this classroom.

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Section: Discussionmentioning

confidence: 78%

Section: Evidence Basementioning

confidence: 99%

Section: Evidence Basementioning

confidence: 99%

Section: Limitations Of Current Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Working on What Works: working with teachers to improve classroom behaviour and relationships

Brown¹,

Powell²,

Clark³

2012

Educational Psychology in Practice

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Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

Ding

Lightfoot

Berkowitz

et al. 2023

School Mental Health

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School social workers are integral to the school mental health workforce and the leading social service providers in educational settings. In recent decades, school social work practice has been largely influenced by the multi-tiered systems of support (MTSS) approach, ecological systems views, and the promotion of evidence-based practice. However, none of the existing school social work reviews have examined the latest characteristics and outcomes of school social work services. This scoping review analyzed and synthesized the focuses and functions of school social workers and the state-of-the-art social and mental/behavioral health services they provide. Findings showed that in the past two decades, school social workers in different parts of the world shared a common understanding of practice models and interests. Most school social work interventions and services targeted high-needs students to improve their social, mental/behavioral health, and academic outcomes, followed by primary and secondary prevention activities to promote school climate, school culture, teacher, student, and parent interactions, and parents’ wellbeing. The synthesis also supports the multiple roles of school social workers and their collaborative, cross-systems approach to serving students, families, and staff in education settings. Implications and directions for future school social work research are discussed.

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Introduction to Education

Sharp

Hudson

Weatherby-Fell

et al. 2021

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Working on What Works (WOWW): Coaching Teachers to Do More of What's Working

Cited by 28 publications

References 0 publications

Working on What Works: working with teachers to improve classroom behaviour and relationships

Working on What Works: working with teachers to improve classroom behaviour and relationships

Characteristics and Outcomes of School Social Work Services: A Scoping Review of Published Evidence 2000–June 2022

Introduction to Education

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