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¶

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 Teachers' Sense of Efficacy Scale (Classroom Management, Instructional Strategies, Student Engagement) were significant, with printed effect sizes of .50 or larger and larger effects at Research Site B. → 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

Teacher-report analysis in the same cluster randomized trial (n = 185 for TSES), using the complex procedure in Mplus 8.0 with cluster-robust standard errors and BHFDR correction. The article prints treatment effect sizes ".50 or larger for all three TSES variables"; the discussion reports "the largest effect size was reported for the Classroom Management subscale of the TSES (0.78)".

"For each of the TSES subscales, BEST in CLASS resulted in higher teacher self-efficacy, with larger effects at Research Site B than at Research Site A. Effect sizes for the treatment effect were .50 or larger for all three TSES variables."

Discussion¶

Related Claims¶

• 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 improved observed classroom quality on all three CLASS domains, with effect sizes .50 or larger — related