Effects of BEST in CLASS-Web on Teacher Outcomes: A Preliminary Investigation

Autor/inn/en	Conroy, Maureen A.; Sutherland, Kevin S.; Granger, Kristen L.; Marcoulides, Katerina M.; Feil, Edward; Wright, Jessica; Ramos, Mayra; Montesion, Alexandra
Titel	Effects of BEST in CLASS-Web on Teacher Outcomes: A Preliminary Investigation
Quelle	44 (2022) 2, S.130-150 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Conroy, Maureen A.) ORCID (Sutherland, Kevin S.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Professional Development; Intervention; Early Childhood Teachers; Behavior Problems; Electronic Learning; Comparative Analysis; Teaching Methods; Educational Technology; Educational Quality; Classroom Environment; Self Efficacy; Best Practices; Coaching (Performance); Outcomes of Education; Teacher Attitudes; Program Costs; Self Concept Measures; Classroom Assessment Scoring System; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Lehrerverhalten
Abstract	This study examined the effects of the BEST in CLASS intervention professional development component when delivered online in comparison with in person and a control group. A total of 29 early childhood teachers serving young children demonstrating challenging behaviors were included as participants. Data were collected on teachers' classroom quality, self-efficacy, implementation of the BEST in CLASS practices, acceptability of the intervention, and costs of delivery. Positive outcomes on several dimensions of classroom quality were found for the BEST in CLASS-Web condition when compared with the BEST in CLASS and control conditions. Alternatively, teachers' sense of self-efficacy was greater when BEST in CLASS was delivered in person when compared with teachers who received online delivery or those in the control condition. Finally, teachers in both treatment conditions increased their use of the practices in comparison with control teachers. Teachers in both treatment conditions rated BEST in CLASS with high levels of acceptability. Implications and future research directions are discussed. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01