A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools

Improvement of Classroom Management Skills of Teachers Leads to Creating Positive Classroom Climate

“…It was detected that positive behaviours of the teachers increased considerably (Baker-Henningham et al, 2009) while negative behaviours of the teachers decreased in the classrooms where the programme was applied. Other researches revealed that the programme contributed to the teachers' classroom management skills and education applications (Leckey et al, 2016;Marquez, Vincent, Marquez and Pennefarher, 2016). When emotional communication and support, and social awareness and problem solving sub-dimensions were analized, it was observed that there were positive changes in experimental teachers after the training in terms of being a role model for expressing and regulating feelings in classroom, presenting proper guidance against problems.…”

Mixed methods systematic review on effectiveness and experiences of the Incredible Years Teacher Classroom Management programme

“…Nine studies reported in 22 records met inclusion criteria for this mixed methods review: seven studies in 15 records were classified as quantitative, and six studies in nine records were classified as qualitative. Only two records met inclusion criteria for both quantitative and qualitative strands of this review (McGilloway et al, 2010;Leckey et al, 2016). Studies in the quantitative strand took place in Jamaica (Baker-Henningham et al, 2012;Baker-Henningham & Walker, 2018), Limerick, Ireland (McGilloway et al, 2010Hickey et al, 2015;Leckey et al, 2016), Missouri, USA (Reinke et al, 2014(Reinke et al, , 2016Herman & Reinke, 2017), North Carolina, USA (Murray et al, 2012;Murray et al, 2014;Murray et al, 2018), Rhode Island, USA (Shepard et al, 2008), and Wales (Martin, 2009;Hutchings et al, 2013).…”

“…Only two records met inclusion criteria for both quantitative and qualitative strands of this review (McGilloway et al, 2010;Leckey et al, 2016). Studies in the quantitative strand took place in Jamaica (Baker-Henningham et al, 2012;Baker-Henningham & Walker, 2018), Limerick, Ireland (McGilloway et al, 2010Hickey et al, 2015;Leckey et al, 2016), Missouri, USA (Reinke et al, 2014(Reinke et al, , 2016Herman & Reinke, 2017), North Carolina, USA (Murray et al, 2012;Murray et al, 2014;Murray et al, 2018), Rhode Island, USA (Shepard et al, 2008), and Wales (Martin, 2009;Hutchings et al, 2013). Studies in the qualitative strand took place in Dublin, Ireland (Davenport & Tansey, 2009;Kennedy, 638 E. Nye et al 2016), England (Marlow et al, 2015), Jamaica (Baker-Henningham & Walker, 2009), Limerick, Ireland (McGilloway et al, 2010, 2012Hyland, 2014;Leckey et al, 2016) and Wales (Hutchings et al, 2007).…”

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

“…The results yielded positive changes in teacher behavior, such as increased use of praise, encouragement, and incentives; and fewer harsh and critical statements (Baker-Henningham et al, 2009;Baker-Henningham & Walker, 2018;Hickey et al, 2017;McGilloway et al, 2010). An evaluation by Leckey et al (2016) showed significant improvements in teachers' classroom management strategies, as well as qualitative findings of proactive discipline strategies and higher levels of teacher self-efficacy. After teachers completed the IY TCM program, Hutchings et al (2013) found significant reductions in the total number of commands (e.g., negative instructions) teachers directed toward the children, which in turn led to an increase in the rate of compliance in children, such as children showing more attention and willingness to cooperate with their teachers.…”

“…The present study used a quasi-experimental pre-post comparison group design to examine the effects of the IY TCM program when implemented as a universal preventive intervention among all teachers of first to third grades in a regular school setting, on teacher-reported outcomes: behavior management practice, problem behavior in the classroom and the school environment, teacher self-efficacy, and collective efficacy, and classroom climate. The studies cited above showed a promising effect of the IY TCM program on teacher behavior (Baker-Henningham et al, 2009;Baker-Henningham & Walker, 2018;Carlson et al, 2011;Hickey et al, 2017;Hutchings et al, 2007Hutchings et al, , 2013Leckey et al, 2016;McGilloway et al, 2010;Murray et al, 2018;Webster-Stratton et al, 2001Williford & Shelton, 2008). However, the majority of these studies were carried out in "problem" schools, with children from adverse backgrounds or identified risk factors (e.g., Head Start centers, high-poverty schools in urban areas, and schools that receive a higher level of support in terms of pupil-teacher ratios, special school grants, and extra support for students).…”