The purpose of this study was to investigate the effects of a professional development intervention on teachers' implementation of the educational pyramid model. Outcome measures assessed teachers' implementation of the educational pyramid model and changes in classroom social climate and teacher-child interactions. Despite the lack of effects of the professional development intervention on CLASS scores, there were notable effects on overall ECERS-R scores (Harms, Clifford, & Cryer, 2005) (d=2.0).
The goal of this professional development intervention was to increase teachers' use of universal, positive classroom. management strategies and to examine subsequent associations between teachers. implementation of the Dinosaur School curriculum and children's social-emotional competence. The study examined Head Start teachers' implementation of the REDI language and literacy curriculum and the PATH's social-emotional curriculum. A multiple baseline design across three teachers was used to evaluate the effects of the professional development intervention.
After the start of coaching, there were changes in the level and slope of teachers' supportive interactions for each of the participants. What are the effects of the professional development intervention on the overall classroom climate and teaching quality.
METHOD
The Activity Buttons
To show the activity in progress, simply tap the appropriate button with the stylus.
The Challenging Behavior Buttons
The Fix Button
The Timer
If the teacher leaves the room briefly, you can stop the timer and resume when she returns. Transitions end when all children have moved on to the next activity, and they are in the physical area associated with the activity. For centers: If children are free to switch between centers whenever they want, do not code this as "Transition Time".
However, if children need to transition from center to center at the same time, code this as 'Transition Time'. Self-stimulating behavior is not coded as challenging behavior unless it causes a distraction to the child, peer, or teacher. Do not code behavior solely based on the teacher's response or another child's report.
We don't throw things on the floor.‖ We would NOT code this as low-intensity behavior because we did not actually see the behavior or know when or if it actually occurred. A boy comes out crying to the teacher that the other boy hit him on the head with a block. We do NOT code the shot because we have not seen it and cannot be sure it happened as described.
Depending on the intensity of the boy reporting the behavior, we can code his whining/babbling as low intensity behavior or as high intensity if he starts screaming. When a child does not meet an expectation and the teacher no longer redirects the child to the desired behavior, a new instruction given by the teacher to the child will negate the previous expectation. We will code this as low challenging behavior [for each interval in which it occurs] until the teacher gives the child a new one.
You believe that the strategies you learned about the Teaching Pyramid will have positive effects in your classroom. Your regular teaching practices will change because of the training you have received in the Teaching Pyramid. Is there anything you would change about the training and the way it was carried out.
The training you attended helped you learn to use Teaching Pyramid strategies
The implementation guides you received at the training helped you use Teaching Pyramid strategies
The classroom materials you received at the training helped you use Teaching Pyramid strategies
You could have implemented Teaching Pyramid strategies just as well without having attended the training
You could have implemented Teaching Pyramid strategies just as will without having received the Implementation Guides
The Teaching Pyramid strategies you implemented had a positive effect on children’s behavior or social skills in your classroom
As a result of the training and/or coaching, you have new strategies to consider when dealing with children with challenging behavior
Your teaching practices have changed as a result of the training you received on the Teaching Pyramid.
Your teaching practices have changed due to the training you received on the Teaching Pyramid
You will use Teaching Pyramid strategies in your classroom next year
You would suggest Teaching Pyramid strategies/training to other teachers
The amount of time needed to actively participate in the study was reasonable
Working with a “distance coach” helped you use Teaching Pyramid strategies
What has changed about the way you view challenging behavior or social-emotional development? Is there anything you would change about the study and the way it was conducted? Approximately how much time per week did you spend viewing the video coaching website and reading emails.
Thank you very much!!!
Our goal in this focus group is to explore issues related to your use of the Teaching Pyramid Practices. In particular, we want to know how you learned to use the exercises, what will help you continue to use them, and how effective you thought they were. The first questions relate to your use of the Teaching Pyramid Practices and how you were supported in learning to use them.
What did you find most useful about the training and coaching in terms of helping you learn to implement the pyramid practices? How could the training and coaching have been more helpful in learning to use the practices? The following questions relate to how helpful the practices have been in addressing the social-emotional development and challenging behavior of the children in your classroom.
The final questions relate to what support you may need to continue using the practices. To what extent do you think you will use pyramid practices in your classroom next year? Which practices could continue to be used or which practices should not be used.
Early childhood teachers' use of specific praise statements with young children at risk for conduct disorders. Impact of performance feedback delivered via electronic mail on preschool teachers' use of descriptive praise. The changing experience of childcare: Changes in teachers and in teacher-child relationships and children's social competence with peers.
Relationships between childcare quality, teacher behaviour, children's play activities, emotional safety and cognitive activity in childcare.
