TY - JOUR
T1 - Randomized trial testing the integration of the Good Behavior Game and MyTeachingPartner™
T2 - The moderating role of distress among new teachers on student outcomes
AU - Tolan, Patrick
AU - Elreda, Lauren Molloy
AU - Bradshaw, Catherine P.
AU - Downer, Jason T.
AU - Ialongo, Nicholas
N1 - Publisher Copyright:
© 2019 Society for the Study of School Psychology
PY - 2020/2
Y1 - 2020/2
N2 - A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18–0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts.
AB - A growing body of research documents the effectiveness of classroom management programs on a range of student outcomes, yet few early-career teachers receive training on these practices prior to entering the classroom. Moreover, few studies have attended to how variations in teacher distress or level of classroom misbehavior affects training benefits. This study reports findings from a randomized trial of a teacher training program that combined two evidence-based programs (Good Behavior Game [GBG] and MyTeachingPartner™ [MTP]) to determine their impact on novice teachers and their students. In addition, the current study reports findings on moderated impacts by initial teacher distress as well as the overall classroom level of misbehavior. The sample included 188 early-career teachers (grades K-3) in their first three years of teaching from three large, urban school districts. Analyses indicated that intervention had no main effects, but yielded moderated impact depending on the combination of the baseline levels of classroom disruptive behavior and teacher distress; it appears that the program impacts were greatest in the highest risk circumstance (i.e., high teacher stress and elevated challenging student behaviors). For those classrooms, those assigned to intervention evidence improved behavior and student achievement compared to control counterparts by the spring of the training year, relative to the fall baseline (d = 0.18–0.70 depending on outcome). This study is significant in that it highlights effects during a critical window of training and coaching for early career teachers and the need to consider teacher and classroom contextual factors that may moderate professional development efforts.
KW - Classroom management
KW - Intervention
KW - New Teachers
KW - Randomized controlled trial
KW - Stress
KW - Teacher training
UR - http://www.scopus.com/inward/record.url?scp=85078837575&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85078837575&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2019.12.002
DO - 10.1016/j.jsp.2019.12.002
M3 - Article
C2 - 32178813
AN - SCOPUS:85078837575
SN - 0022-4405
VL - 78
SP - 75
EP - 95
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -