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¶

Claim · All claims
Evidence · 1 study (2 entries) · 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 all four TEBS subscales were significant with printed effect sizes of .50 or larger. → Maureen A. Conroy 2019 q3 i? The Maintaining Positive Classroom Climate treatment effect was moderated by pretest, being larger for teachers with lower pretest self-efficacy. → Maureen A. Conroy 2019 (2)

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

Teacher-report analysis in the cluster randomized trial (n = 185 for TEBS) using Mplus 8.0 with BHFDR correction; the article prints treatment effect sizes ".50 or larger for all four TEBS variables", and adjusted means e.g. "AMB = 3.67 and AMC = 3.41" for Maintaining Positive Classroom Climate.

"Effect sizes for treatment were .50 or larger for all four TEBS variables (see Table 3)."

Maureen A. Conroy 2019 (2)¶

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 · i? · causal · r2

The MPCC subscale was the only TEBS variable with a significant C × T interaction; the estimated treatment effect was .26 at the grand mean pretest (3.36) and larger below it. Accommodating Individual Differences and Monitoring and Feedback for Learning effects were moderated by research site.

"Therefore, BEST in CLASS resulted in higher teacher self-efficacy for MPCC, and the effect was larger for teachers who had lower levels of self-efficacy at pretest."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it
• Self-Efficacy — outcome: instruction changes it

Related Claims¶

• 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 improved observed classroom quality on all three CLASS domains, with effect sizes .50 or larger — 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
• BEST in CLASS reduced the percentage of children in the clinical or borderline range on all three C-TRF problem-behavior subscales — related