Change in Teacher-Student Relationships and Parent Involvement after Implementation of the Incredible Years Teacher Classroom Management Programme in a Regular Norwegian School Setting

Autor/inn/en	Aasheim, Merete; Drugli, May-Britt; Reedtz, Charlotte; Handegård, Bjørn Helge; Martinussen, Monica
Titel	Change in Teacher-Student Relationships and Parent Involvement after Implementation of the Incredible Years Teacher Classroom Management Programme in a Regular Norwegian School Setting
Quelle	In: British Educational Research Journal, 44 (2018) 6, S.1064-1083 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aasheim, Merete) ORCID (Drugli, May-Britt) ORCID (Reedtz, Charlotte) ORCID (Handegård, Bjørn Helge) ORCID (Martinussen, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3479
Schlagwörter	Classroom Techniques; Elementary School Students; Parent Participation; Parent Teacher Cooperation; Intervention; Foreign Countries; Teacher Student Relationship; Conflict; Control Groups; Experimental Groups; Program Implementation; Prevention; Elementary School Teachers; At Risk Students; Program Descriptions; Norway + Suchen Sie Ihr Suchwort? Klassenführung; Elternmitwirkung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Prävention; Vorbeugung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Norwegen
Abstract	This quasi-experimental pre-post comparison group design examined if the Incredible Years (IY) Teacher Classroom Management (TCM) programme implemented as a school-wide universal preventive intervention to students aged 6-8 years at the lower primary level in a regular school setting had an effect on teacher-student relationships and teacher-parent involvement. The IY-TCM training was delivered simultaneously to the entire group of school staff in first to third grade. Teacher reports in 21 intervention schools were compared to teacher reports in 23 control schools. A total of 241 teachers and 1,518 students took part in the trial. Linear mixed model analyses suggest modest positive effects on change in teacher-student closeness (d[subscript w] = 0.22) and conflict (d[subscript w] = 0.15), where a moderator analysis showed a significantly higher treatment effect for high-risk students on change in teacher-student conflict. A positive effect was found on change in teacher-reported parent involvement in school (d[subscript w] = 0.40), however, not on change in teacher-reported bonding with parents. Results suggest a potential preventive impact of the IY-TCM programme on change in teacher-student relationships and teacher-parent involvement when implemented as a universal preventive intervention in a regular school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01