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Direct linkMary L. Phan; Tyler L. Renshaw; Melanie M. Domenech RodrÃguez; Maryellen Brunson McClain; Eh Ler Moo; Austin Humphries; Breanna Parker – Contemporary School Psychology, 2025
This pilot study evaluated the effects of a mindfulness-based intervention (MBI) on teacher stress and coping as well as students' prosocial classroom behavior. This study also explored the implementation fidelity and social validity of this MBI with teachers. This study used a single-case multiple baseline design across four elementary teachers.…
Descriptors: Metacognition, Stress Management, Intervention, Stress Variables
Cockerill, Maria; O'Keeffe, Joanne; Thurston, Allen; Taylor, Andy – Review of Education, 2022
There continue to be challenges of transfer from research evidence to practice in education. This paper reports on the implementation of a well-evidenced Reciprocal Reading approach in 35 schools across a high poverty region in England, working cooperatively at transition between primary and secondary. The purpose of the research reported here was…
Descriptors: Reading Strategies, Reading Instruction, Poverty, Elementary Secondary Education
Claudia Vincent; Heather McClure; Rita Svanks; Erik Girvan; John Inglish; Darren Reiley; Scott Smith – Journal of Research in Innovative Teaching & Learning, 2024
Purpose: This study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…
Descriptors: Restorative Practices, Classroom Environment, Content Validity, Classroom Observation Techniques
Download full textSaira Anwar; Menekse Muhsin – Grantee Submission, 2021
Prior research studies have extensively used different classroom observation protocols to identify the characteristics of the lecture and instructional methods used by course instructors, to observe student and instructor behaviours, to evaluate the fidelity of certain implementations, and to understand classroom dynamics. This systematic review…
Descriptors: Literature Reviews, Classroom Observation Techniques, STEM Education, Teaching Methods
Claudia G. Vincent; Heather McClure; Rita Svanks; Erik Girvan; John Inglish; Darren Reiley; Scott Smith – Grantee Submission, 2023
Purpose: Our study focused on identifying measurable constructs of a restorative classroom and appropriate metrics to measure those constructs through content validity analysis of a direct observation tool. The tool was designed to assess restorative practices implementation in the classroom in the context of professional development supporting…
Descriptors: Restorative Practices, Classroom Environment, Content Validity, Classroom Observation Techniques
Saira Anwar; Muhsin Menekse – Review of Education, 2021
Prior research studies have extensively used different classroom observation protocols to identify the characteristics of the lecture and instructional methods used by course instructors, to observe student and instructor behaviours, to evaluate the fidelity of certain implementations, and to understand classroom dynamics. This systematic review…
Descriptors: Literature Reviews, Classroom Observation Techniques, STEM Education, Teaching Methods
Meka N. McCammon – ProQuest LLC, 2021
With the rapid increase in the diagnostic rates of autism spectrum disorder (ASD), there has been a growing need for evaluating the trends in training natural change agents to implement behavioral interventions and coming to a consensus on training procedures that are efficacious, efficient, and accessible. The purpose of this multiple manuscript…
Descriptors: Autism Spectrum Disorders, Change Agents, Intervention, Video Technology
Palmer, Douglas J.; Sadiq, Hissa M.; Lynch, Patricia; Parker, Dawn; Viruru, Radhika; Knight, Stephanie; Waxman, Hersh; Alford, Beverly; Brown, Danielle Bairrington; Rollins, Kayla; Stillisano, Jacqueline; Abu-Tineh, Abdullah M. Hamdan; Nasser, Ramzi; Allen, Nancy; Al-Binali, Hessa; Ellili, Maha; Al-Kateeb, Haithem; Al-Kubaisi, Huda – Journal of Educational Research, 2016
Qatar initiated a K-12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29…
Descriptors: Foreign Countries, Private Schools, Educational Change, Educational Practices
Gann, Candace J.; Kunnavatana, S. Shanun – Education and Treatment of Children, 2016
This preliminary study investigated the use of the Function-Based Intervention Decision Model (Decision Model; Umbreit, Ferro, Liaupsin, & Lane, 2007) to improve teacher treatment integrity for a function-based classroom management plan. The participants were a special education teacher and three elementary-age students receiving special…
Descriptors: Intervention, Classroom Techniques, Functional Behavioral Assessment, Self Contained Classrooms
Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G. – Elementary School Journal, 2015
We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms…
Descriptors: Elementary School Students, Elementary School Teachers, Comparative Analysis, Randomized Controlled Trials
Knowles, Christen; Massar, Michelle; Raulston, Tracy Jane; Machalicek, Wendy – Preventing School Failure, 2017
Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth…
Descriptors: Self Contained Classrooms, Special Education, Student Behavior, Behavior Problems
Farran, Dale C.; Wilson, Sandra J.; Meador, Deanna; Norvell, Jennifer; Nesbitt, Kimberly – Peabody Research Institute, 2015
The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual…
Descriptors: Curriculum Evaluation, Preschool Curriculum, Self Management, Academic Achievement
Kamps, Debra; Conklin, Carl; Wills, Howard – Education and Treatment of Children, 2015
The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency…
Descriptors: Self Management, Intervention, Contingency Management, Functional Behavioral Assessment
Whisman, Andy – West Virginia Department of Education, 2013
The 4-year federal Safe and Supportive Schools (S3) program supports targeted interventions to improve and measure conditions for learning at the high school level. For 2011-2012 (Year 2), two evaluation questions were investigated: (EQ1) To what extent do participating schools implement the program with fidelity relative to the WV Model for…
Descriptors: Intervention, Educational Improvement, High Schools, Educational Environment
