ERIC Number: EJ1084254
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: 77
Classwide Efficacy of INSIGHTS: Observed Teacher Practices and Student Behaviors in Kindergarten and First Grade
Cappella, Elise; O'Connor, Erin E.; McCormick, Meghan P.; Turbeville, Ashley R.; Collins, Ashleigh J.; McClowry, Sandee G.
Elementary School Journal, v116 n2 p217-241 Dec 2015
We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms (n = 120) were observed in the fall prior to the intervention and in the spring following the intervention. Multilevel random effects regression models showed an INSIGHTS main effect on observed teacher practices of emotional support from fall to spring. This effect was magnified in first grade. First-grade INSIGHTS classrooms also had higher teacher practices of classroom organization and lower classwide off-task behaviors over the school year compared to first-grade attention-control classrooms. Kindergarten INSIGHTS classrooms improved classwide student engagement from fall to spring compared to kindergarten attention-control classrooms. Grade-level variations are discussed along with implications for future research and practice.
Descriptors: Elementary School Students, Elementary School Teachers, Comparative Analysis, Randomized Controlled Trials, Kindergarten, Grade 1, Observation, Intervention, Regression (Statistics), Social Development, Emotional Development, Classroom Techniques, Student Behavior, Learner Engagement, Early Intervention, Urban Schools, Pretests Posttests, Teacher Behavior, Statistical Analysis, Program Implementation, Fidelity
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes