Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes

By M. Conroy, K. Sutherland, James Algina, R. E. Wilson, Jose R. Martinez, Kelly Whalon. 2015

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Critical features of effective coaching for early childhood educators: a review of empirical research literature (2019, background): “…could be characterised as ‘reflective’, defined as collaborative or educator-led feedback, using discussion or questioning to foster educators’ reflection about their practice (n = 14) (e.g. Wasik and Hindman 2011, Pianta, Burchinal et al. 2014, Conroy et al. 2015, Gettinger and Stoiber 2016).”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “This was determined because social, emotional, behavioral, and relational development can affect interactions between teachers and students (e.g., Conroy et al., 2015), and positive STIs can affect the STR (Hartz et al., 2017).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, methodology): “See Conroy et al. (2015) and Sutherland et al. (2015) for more detailed description of the practice-based coaching component of BEST in CLASS.”