Work

Examining the Incredible Years Teacher Classroom Management Program in a Regular Norwegian School Setting: Teacher-Reported Behavior Management Practice, Problem Behavior in Classroom and School Environment, Teacher Self- and Collective Efficacy, and Classroom Climate

Year: 2020

Type: article

Abstract: In the present study, the Incredible Years Teacher Classroom Management (IY TCM) program was implemented as a universal preventive intervention in a regular, lower primary school setting. Outcomes for teacher’s behavior management practice, problem behavior in the classroom and the school environment, teacher self- and collective efficacy, and classroom climate were examined. Using a quasi-experimental pre–post comparison group design, teacher-reported outcomes were compared between 163 teachers in 21 schools who participated in the IY TCM program and 139 teachers from 23 schools who did not participate in the program. No significant main effects of the IY TCM program on teacher-reported outcomes were revealed by linear mixed model analyses. The findings suggest that further evaluation is warranted. Future research should explore the impact of training teachers more consistently (e.g., provision of additional individual coaching outside the Teacher Classroom Management [TCM] sessions) and over a longer period than provided in the present study.

Source: SAGE Open

DOI: 10.1177/2158244020927422

Authors: Merete Aasheim, Sturla Fossum, Charlotte Reedtz, Bjørn Helge Handegård, Monica Martinussen

Institution: UiT The Arctic University of Norway

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $800