BEST in CLASS improved observed classroom quality on all three CLASS domains, with effect sizes .50 or larger¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Treatment effects on the CLASS domains of classroom organization, emotional support, and instructional support were significant, with effect sizes .50 or larger. → Maureen A. Conroy 2019

Evidence¶

Maureen A. Conroy 2019¶

Maureen A. Conroy, Kevin S. Sutherland, James Algina, Crystal Ladwig, Brittany Werch, Jose Martinez, Gabriel Jessee, Maria Gyure. (2019). Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality. School Psychology Review. https://doi.org/10.17105/SPR-2018-0003.V48-1

q3 · i2 · causal · r2

CLASS observations (four 10- to 20-min cycles, 1–7 ratings; n = 186) at pretest and posttest in the cluster randomized trial, analyzed in Mplus 8.0. Adjusted means were e.g. "AM B = 5.34 for BEST in CLASS and AMC = 4.82 for the comparison group" for classroom organization; the discussion prints an emotional support effect size of .47 and instructional support d = .65 in Table 3.

"Therefore, BEST in CLASS increased teacher performance on all three CLASS domains. Effect sizes for all three CLASS domains were .50 or larger."

Discussion¶

Related Claims¶

• The INTERACT teacher coaching intervention produced small, statistically significant ITT improvements in student-perceived emotional support, classroom organization, and instructional support in upper secondary school — related
• Preschool classrooms in the validation sample scored lowest on Instructional Support relative to Emotional Support and Classroom Organization — related
• BEST in CLASS raised teachers' sense of self-efficacy on all TSES subscales, with effect sizes .50 or larger and the largest effect for Classroom Management — related
• BEST in CLASS raised teacher self-efficacy on all four TEBS subscales, with the Maintaining Positive Classroom Climate effect larger for teachers with lower pretest self-efficacy — related
• BEST in CLASS significantly increased teachers' observed use of rules, precorrection, opportunities to respond, behavior-specific praise, corrective feedback, and instructive feedback with focal children — related