Middle School Classroom Management: A Randomized Control Trial of Class-wide Function-Related Intervention Teams for Middle Schools (CW-FIT MS)

Wills, Howard P.; Caldarella, Paul; Williams, Leslie; Fleming, Kandace; Chen, Pei-Yu

doi:10.1007/s10864-021-09455-0

Cited by 6 publications

(4 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Teachers guide students and are the most frequent, direct, and authoritative role models for them. Teacher praise and reprimands can be tools to potentially influence student behavior and classroom behavior ( Sabey et al, 2019 ) Teacher praise and criticism are very important and plastic classroom management strategies that play an important role in behavioral intervention and emotion regulation ( Spilt et al, 2016 ; Wills et al, 2021 ; Zoromski et al, 2021 ). Compliments can significantly improve interpersonal interactions for adolescents, even for those who lack social skills, and praise can be a good motivator for them to integrate and interact with others ( Berner et al, 2001 ).…”

Section: Discussionmentioning

confidence: 99%

“…Compliments can significantly improve interpersonal interactions for adolescents, even for those who lack social skills, and praise can be a good motivator for them to integrate and interact with others ( Berner et al, 2001 ). Most adolescents report that their school life is happiest and most relaxed when they are on good terms with their friends and when they receive praise from their teachers ( Wills et al, 2021 ). We found that both teacher praise and criticism produced direct effects on adolescents’ sleep duration and depression.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Sleep duration and depression among adolescents: Mediation effect of collective integration

Gao

Lee

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Adolescence is a time of dramatic physical and mental change when adolescents are extremely vulnerable to various mental health problems. Depression and poor sleep duration are increasingly common among adolescents. This study is mainly aimed to verify the important mediating role of collective integration on sleep duration and depression and examine the interrelationship between sleep duration and depression in adolescents longitudinally. The data were obtained from the Wave 1 (in 2013–2014) and Wave 2 (in 2014–2015) longitudinal surveys of China Education Panel Survey (CEPS). The analytic sample in the present study included 8,829 seventh-grade students aged about 14 years (51.50% boys and 48.50% girls). A structural equation modeling (SEM) was used to investigate parent–child/teacher factors affecting adolescent sleep duration and depression, and Monte Carlo resampling with R was employed to confirm the significance of the mediation effects of collective integration. An autoregressive cross-lagged model was employed to analyze the interrelationship between adolescent sleep duration and depression. The findings were as follows. Firstly, collective integration strongly mediated the relationships among academic self-efficacy, parental involvement, teacher praise/criticism, sleep duration, and depression. Secondly, sleep duration and depression were found to have enduring effects and have effects on each other. Thirdly, parental involvement and teacher praise were positively associated with sleep quality and negatively associated with depression. Teacher criticism was negatively associated with sleep quality and positively associated with depression. Compared with teacher praise, teacher criticism has stronger effects on youth sleep duration and depression. In conclusion, improving sleep problems and depression in adolescents as early as possible can stop the persistent and long-term consequences of these problems. Increasing teacher praise, decreasing teacher criticism, and increasing adolescents’ collective integration were effective ways to improve adolescents’ sleep duration and mediate depression.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Sleep duration and depression among adolescents: Mediation effect of collective integration

Gao

Lee

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Teams meeting the daily point goal earn preselected rewards in the form of a preferred item or activity. In secondary settings, CW-FIT has been associated with increased academic engagement and on-task behavior and reduced disruptive classroom behavior across classroom settings (e.g., self-contained, co-taught, general education; Orr et al, 2019; Speight et al, 2020, 2021; Wills et al, 2021). When seeking to improve student behavior with an IGC, teachers might choose to design their own IGC to align with their classroom and students’ needs or to use one of these IGC models (e.g., Tootles or CW-FIT) to ease implementation efforts.…”

Section: Promoting Positive Learner Outcomesmentioning

confidence: 99%

Improving Secondary Student Classroom Behavior With an IGC

Speight,

Welsh-Young

2023

TEACHING Exceptional Children

View full text Add to dashboard Cite

It is important classroom teachers have efficient tools to support student demonstration of expected classroom behaviors as contextually inappropriate behavior can impede learning. This is of particular importance in secondary settings given overreliance on punitive strategies (e.g., suspension). Interdependent group contingencies have been shown to be effective with students and can be efficiently integrated into existing classroom management systems. In this article, we provide a process to support practitioners in developing an interdependent group contingency for their secondary classrooms. Steps and considerations for adolescent learners with diverse characteristics are provided to support teacher implementation.

show abstract

“…Numerous empirical investigations and research syntheses (e.g., Bissonnette et al, 2016;Charlton et al, 2021;Egeberg et al, 2016;Horner et al, 2010, Knoster, 2014Korpershoek et al, 2016;Sugai & Horner, 2009;Wills et al, 2023;Zoder-Martell et al, 2023) have highlighted effective classroom management strategies, i.e., those that "establish and sustain an orderly environment so students can engage in meaningful academic learning" and "enhance students' social and moral growth" (Evertson & Weinstein, 2006, p. 4). There are two types of strategies: preventive and corrective.…”

Section: Effective Classroom Managementmentioning

confidence: 99%

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Delbart,

Baco,

Bocquillon

et al. 2023

JETS

View full text Add to dashboard Cite

Throughout the world, training teachers in effective classroom management strategies is a major societal challenge. It is important for pre-service teachers to receive feedback on specific classroom management strategies from their trainers (supervisor and cooperating teacher), using an observation tool and ideally a video recording of their practice. Yet little is known about the evolution of pre-service teachers' actual classroom management practices during their internships and the feedback they receive from their trainers. This article therefore presents the evolution of the actual practices of pre-service French-speaking Belgian teachers observed on two occasions during their internships (Observation 1 and Observation 2). It also presents the link between the feedback given by the trainers and the intentions to act expressed by the pre-service teacher during the debriefing following the first observation (O1) and the strategies implemented by the pre-service teachers during the second observation (O2). To this end, an observation grid inserted into an observation software was used live in secondary school classrooms, and the debriefings were recorded and then analyzed. By comparing the feedback and intentions to act expressed during the debriefings with the actual strategies of the pre-service teachers, it was possible to identify which feedback and intentions to act were actually implemented by the pre-service teachers, on the basis of observable indicators. The results point to a number of positive developments in pre-service teachers' practices, and indicate certain avenues for improvement. They also show that pre-service teachers followed half the feedback given to them by their trainers. The results provide a basis for formulating ways of training teachers in effective classroom management.

show abstract

Middle School Classroom Management: A Randomized Control Trial of Class-wide Function-Related Intervention Teams for Middle Schools (CW-FIT MS)

Cited by 6 publications

References 38 publications

Sleep duration and depression among adolescents: Mediation effect of collective integration

Sleep duration and depression among adolescents: Mediation effect of collective integration

Improving Secondary Student Classroom Behavior With an IGC

Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing

Contact Info

Product

Resources

About