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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial
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The Incredible Years Teacher Classroom Management Program: Outcomes from a Group Randomized Trial

机译：令人难以置信的岁月教师课堂管理计划：来自组随机审判的结果

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This group randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years Teacher Classroom Management Program (IY TCM) on student social behavioral and academic outcomes among a large diverse sample of students within an urban context. Participants included 105 teachers and 1817 students in kindergarten to third grade. Three-level hierarchical linear models (HLM) were conducted to examine the overall treatment effects on teacher-reported student behavior and academic outcomes. In addition, multi-level moderation analyses were conducted to examine whether the treatment effects on student outcomes differed by demographic variables and pretest measures of social emotional and disruptive behavior and academics. Findings indicate that IY TCM reduced student emotional dysregulation (d=-0.14) and increased prosocial behavior (d=0.13) and social competence (d=0.13). In addition, students initially lower on measures of social and academic competence demonstrated significant improvements on the same measure at outcome in comparison to similar peers in control classrooms. Practical significance of the findings and implications for schools and policy makers are discussed.
机译：该集团随机对照试验（RCT）评估了令人难以置信的年教师课堂管理计划（IY TCM）对城市背景下的大型学生中的学生社会行为和学术成果的疗效。参与者包括105名教师和1817名幼儿园学生到三年级。进行了三级分层线性模型（HLM），以检查教师报告的学生行为和学术结果的整体治疗效果。此外，进行了多级调节分析，以检查对学生结果的治疗效果是否有人口变量不同，并采取了社会情感和破坏性行为和学者的预测试措施。调查结果表明，IY中医减少了学生情绪化失调（D = -0.14），并增加了女性行为（D = 0.13）和社会能力（D = 0.13）。此外，学生最初降低社会和学术能力的措施，与对照教室的类似同龄人相比，对结果的相同措施显着改善。讨论了对学校和政策制定者的调查结果和影响的现实意义。

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