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

Autor/inn/en	Conroy, Maureen A.; Sutherland, Kevin S.; Vo, Abigail K.; Carr, Staci; Ogston, Paula L.
Titel	Early Childhood Teachers' Use of Effective Instructional Practices and the Collateral Effects on Young Children's Behavior
Quelle	16 (2014) 2, S.81-92 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1098300713478666
Schlagwörter	Teaching Methods; Intervention; Preschool Teachers; Early Childhood Education; Young Children; Behavior Modification; Emotional Development; Social Development; Teacher Behavior; Faculty Development; Coaching (Performance); Program Implementation; Learner Engagement; Behavior Problems; Classroom Techniques; Feedback (Response); Positive Reinforcement; Teacher Student Relationship; At Risk Students; Behavior Disorders; Emotional Disturbances; Observation; Coding; Program Effectiveness; Family Involvement; Child Development; Measures (Individuals); Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Behaviour modification; Verhaltensänderung; Gefühlsbildung; Soziale Entwicklung; Teacher behaviour; Lehrerverhalten; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gefühlsstörung; Beobachtung; Codierung; Programmierung; Kindesentwicklung; Messdaten
Abstract	This investigation examined the effects of a classroom-based intervention, Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS), on teacher behaviors and child outcomes in early childhood classrooms. First, we examined the effects of professional development training and practice-based coaching (including performance feedback) on teachers' implementation and maintenance of the BEST in CLASS model practices. Next, we examined the effects of teachers' implementation of these practices on young children's engagement and problem behaviors. Using a descriptive nonexperimental design, 10 teachers and 19 children received the intervention. Findings indicated that teachers' use of the BEST in CLASS practices including rules, precorrection, opportunities to respond, behavior-specific praise, and instructive and corrective feedback increased from baseline to completion of the intervention and these increases maintained. In addition, children's engagement increased while their problem behaviors decreased. Although these results are promising, the current investigation has limitations and the results should be viewed with caution. [This report was published in "Journal of Positive Behavior Interventions," (EJ1021161).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01