Early childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how…

This study examined the impact of a multi-component coaching process on Kenyan school professional's facilitation of the Prevent Teach Reinforce for Young Children (PTR-YC) model and its corresponding effects on student challenging behavior in an early childhood education setting in Nairobi, Kenya. Three school professionals were trained to…

Background: Research highlights the value of coaching to support elementary school teachers' use of effective classroom practices (Cappella et al., 2012; Owens et al., 2017). Coaching is particularly useful when teachers implement new or complex strategies, which can include culturally-responsive and equity-centered practices (i.e. strategies that…

Understanding staff concerns about a systemic change effort allows leadership teams to better anticipate and address staff needs for professional development and support. In this study, staff concerns in nine schools planning for or implementing School-Wide Positive Behavior Interventions and Supports (SWPBIS) were explored using the…

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

The emphasis on social-emotional competence and its importance to positive academic and nonacademic outcomes has led to a focus on identifying and implementing effective practices for supporting young children's social-emotional competence. Our work to identify, validate, and support the fidelity of implementation of evidence-based practices to…

Most teachers are not trained on how to support students who struggle with trauma. Childhood trauma not only impacts a teacher's ability to teach, but also threatens their students' futures. The purpose of this qualitative study was to investigate teachers' perceptions and actions when they participated in trauma professional development.…

The purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments…

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…

Despite research demonstrating the importance of student-teacher relationships for student functioning, little is known about strategies to enhance such relationships, particularly in secondary school. The current study examined effects of a professional development for middle school teachers on the Establish-Maintain-Restore (EMR) approach. EMR…

There is growing awareness of the importance of implementation fidelity and the supports, such as coaching, to optimize it. This study examined how coaching activities (i.e., check-ins, needs assessment, modeling, and technical assistance) related directly and indirectly to implementation dosage and quality of the PAX Good Behavior Game, via a…

There have been numerous studies investigating the extent to which teacher-student classroom interactions differ between boys and girls and the results of these studies suggest that teacher negative feedback is higher for boys, which in turn leads to lower levels of on-task behaviour. The article describes the results of a quasi-experimental…

Background: Excessive student anxiety is a common problem that severely impairs short- and long-term academic functioning and increases teacher burden. Reducing student anxiety has been associated with improvement in educational functioning. Because anxiety manifests daily in the classroom, teachers are in an ideal position to identify and help…

The purpose of this qualitative action research was to assess teacher perceptions and experiences with Positive Behavior Interventions and Supports implementation and challenging behaviors at one NYC PK-5 Title I school. Students of color and students with disabilities who attend schools with a negative environment tend to experience the school to…