A Preliminary Study of BEST in CLASS–Elementary on Teacher Self-Efficacy, Burnout, and Attributions

2021 ◽  
pp. 019874292110106
Author(s):  
Shannon Nemer McCullough ◽  
Kristen L. Granger ◽  
Kevin S. Sutherland ◽  
Maureen A. Conroy ◽  
Toshna Pandey
Keyword(s):  
Problem Behaviors ◽  
Self Efficacy ◽  
Student Behavior ◽  
Tier 2 ◽  
Increased Risk ◽  
Teacher Self Efficacy ◽  
Grade 3 ◽  
Tier 2 Intervention ◽  
The Impact ◽  
Class E

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS–Elementary (BEST in CLASS-E), a teacher-delivered Tier 2 intervention, on teacher self-efficacy, burnout, and attributions for student behavior. Participants in the study were 45 kindergarten to Grade 3 students, identified as at risk of EBD, and their 26 teachers from three elementary schools located in an urban school district. Although changes in teacher self-efficacy and burnout were nonsignificant, results suggest that teachers in the BEST in CLASS-E condition reported less emotional exhaustion than teachers in the control condition and that BEST in CLASS-E had a slight but nonsignificant effect ( p = .06) on teachers’ causal attributions of problem behavior. This study highlights the promise of BEST in CLASS-E as a Tier-2 intervention delivered by teachers in impacting elementary teacher outcomes. Implications and limitations of the study are discussed.

Preliminary Study of the Effects of BEST in CLASS–Elementary on Outcomes of Elementary Students With Problem Behavior

2020 ◽  
Vol 22 (4) ◽  
pp. 220-233 ◽  
Author(s):  
K. S. Sutherland ◽  
M. A. Conroy ◽  
B. D. McLeod ◽  
K. Granger ◽  
M. Broda ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Problem Behavior ◽  
Classroom Quality ◽  
Tier 2 ◽  
Teacher Student ◽  
Increased Risk ◽  
Student Problem Behavior ◽  
Tier 2 Intervention ◽  
Student Problem ◽  
Class E

Student problem behaviors in early elementary school are associated with fewer learning opportunities, poor relationships with teachers, and academic and behavioral problems, including increased risk of emotional/behavioral disorders (EBDs). This study examined the effect of BEST in CLASS–Elementary (BEST in CLASS-E), a Tier 2 intervention delivered by teachers, on student problem behavior, academic achievement, teacher–student relationships, and classroom quality using a randomized controlled trial design. Participants were 45 kindergarten to grade 3 students identified at risk of development of EBDs and their 26 teachers from three elementary schools located in an urban school district. BEST in CLASS-E was found to decrease teacher-reported student problem behavior and increase teacher–student closeness; no effects were noted for academic achievement or overall classroom quality. Results suggest the promise of BEST in CLASS-E as a Tier 2 intervention delivered by teachers in elementary classrooms. Implications and limitations of the study are discussed.

How to Work Smarter, Not Harder When Implementing Check-In/Check-Out

2019 ◽  
Vol 28 (3) ◽  
pp. 134-141
Author(s):  
Meredith A. Weber ◽  
Sara E. House Rich ◽  
Gary J. Duhon
Keyword(s):  
At Risk ◽  
Behavior Problems ◽  
Problem Behaviors ◽  
Student Behavior ◽  
Empirical Support ◽  
Tier 2 ◽  
Students At Risk ◽  
Severe Problem ◽  
Insufficient Time ◽  
Tier 2 Intervention

Check-in/check-out (CICO) is a well-established Tier 2 intervention to address at-risk student behavior problems. Despite its widespread empirical support and applied use, CICO can be taxing for teachers to implement when there is insufficient time available and teacher self-efficacy in addressing behavior problems is low. Evaluation of CICO is necessary to promote smarter decision making and efficient service delivery for students at risk of developing more severe problem behaviors. The discussion article outlines one method to identify the exact amount of Tier 2 support needed to improve an individual student’s behavior.

scholarly journals THE IMPACT OF TEACHER SELF-EFFICACY ON TEACHING TECHNIQUES: TRADITIONAL OR CONTEMPORARY?

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Ümit Levent Değirmencioğlu
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Classroom Environment ◽  
Self Efficacy ◽  
Teaching Experience ◽  
Teaching Techniques ◽  
Factors Affecting ◽  
Efl Teachers ◽  
Teacher Self Efficacy ◽  
The Impact

There are countless factors that impact the process of second language learning and teaching in both positive and negative ways. These factors are not limited to only student-oriented factors since some of them might stem from teachers themselves as well. One of the teacher-oriented factors that shape the learning/ teaching process is teacher’s levels of self-efficacy. For decades, teacher self-efficacy has been holding its position as being one of the most popular topics of investigation. Many studies have been conducted to further understand its effect on classroom environment. These studies have put forward a great deal of invaluable findings. However, only a few examined its effects on teaching methods and techniques used in the classroom. The present study set out to investigate this issue by collecting data from 64 EFL teachers, using both quantitative and qualitative methods with a three-staged survey. The findings showed: 1) Turkish EFL teachers have moderately high teacher self-efficacy, 2) age and gender are not factors affecting teacher self-efficacy while teaching experience is, 3) teachers with high self-efficacy use more modern techniques in their lessons and 4) high self-efficacy leads teachers to more implementations of communicative and collaborative tasks. The findings have numerous implications for further research that will be conducted in Turkey as they shed light on the relationship between teacher self-efficacy and teaching methods. Teachers of foreign languages should also be aware of the teaching implications that have been suggested throughout the study and criticize their teaching techniques in terms of traditional or contemporary, by bearing in mind their levels of self-efficacy. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0796/a.php" alt="Hit counter" /></p>

The impact of rhabdoid differentiation on prognosis in patients with grade 4 renal cell carcinoma.

2015 ◽  
Vol 33 (7_suppl) ◽  
pp. 494-494
Author(s):  
Ben Yiming Zhang ◽  
John C. Cheville ◽  
Robert Houston Thompson ◽  
Stephen A. Boorjian ◽  
Christine M. Lohse ◽  
...  
Keyword(s):  
Renal Cell Carcinoma ◽  
Cell Carcinoma ◽  
Renal Cell ◽  
Risk Of Death ◽  
Pathologic Features ◽  
Increased Risk ◽  
Grade 3 ◽  
Rhabdoid Differentiation ◽  
The Impact ◽  
Sarcomatoid Differentiation

494 Background: Renal cell carcinoma (RCC) with rhabdoid differentiation is thought to portend a poor prognosis, similar to RCC with sarcomatoid differentiation. Both rhabdoid and sarcomatoid differentiation are classified as grade 4 RCC based on the most recent International Society of Urological Pathology (ISUP) grading system. We sought to determine the prognostic value of rhabdoid differentiation in comparison to RCC with sarcomatoid differentiation, grade 4 RCC without rhabdoid or sarcomatoid differentiation, and grade 3 RCC. Methods: Using the Mayo Clinic Nephrectomy Registry, we identified 406 patients with ISUP grade 4 RCC and 1,758 patients with grade 3 RCC. A urologic pathologist reviewed all specimens to determine the presence of both rhabdoid and sarcomatoid differentiation. Associations of clinical and pathologic features with death from RCC were evaluated using Cox models. Results: Among the 406 grade 4 RCC tumors, 111 (27%) had rhabdoid differentiation and 189 (47%) had sarcomatoid differentiation, although only 28 (7%) demonstrated both rhabdoid and sarcomatoid differentiation. In multivariable analysis of grade 4 RCC tumors, the presence of rhabdoid differentiation was not associated with death from RCC (HR 0.95, p=0.75); in contrast, sarcomatoid differentiation was significantly associated with death from RCC (HR 1.63, p<0.001). Patients with RCC with rhabdoid differentiation were significantly more likely to die of RCC than patients with grade 3 RCC (HR 2.45, p<0.001) and grade 3 RCC with necrosis (HR 1.62; p<0.001). Conclusions: This study confirms that RCC with rhabdoid differentiation is appropriately classified as grade 4. However, unlike sarcomatoid differentiation, the presence of rhabdoid differentiation in grade 4 RCC is not associated with an increased risk of death from RCC. Therefore, rhabdoid and sarcomatoid differentiation should not be grouped together when assessing risk in a patient with grade 4 RCC.

Long term morbidity and mortality among survivors of infant neuroblastoma: A report from the Childhood Cancer Survivor Study (CCSS).

2019 ◽  
Vol 37 (15_suppl) ◽  
pp. 10051-10051
Author(s):  
Danielle Novetsky Friedman ◽  
Pamela J Goodman ◽  
Wendy Leisenring ◽  
Lisa Diller ◽  
Susan Lerner Cohn ◽  
...  
Keyword(s):  
Proportional Hazards ◽  
Cox Proportional Hazards ◽  
Malignant Neoplasms ◽  
Cumulative Mortality ◽  
Late Mortality ◽  
Increased Risk ◽  
Life Threatening ◽  
Standardized Mortality Ratios ◽  
Grade 3 ◽  
The Impact

10051 Background: Infants with neuroblastoma typically have low-risk disease with excellent survival. Therapy has been de-intensified over time to minimize late effects, however the impact on survivors’ risk of late mortality, subsequent malignant neoplasms (SMN), and chronic health conditions (CHC) is unclear. Methods: We evaluated late mortality, SMNs and CHCs (graded according to CTCAE v4.03), overall and by diagnosis era, among 990 5-year neuroblastoma survivors diagnosed at < 1 year of age between 1970-1999. Cumulative mortality, standardized mortality ratios (SMR), and standardized incidence ratios (SIR) of SMNs were estimated using the National Death Index and SEER rates, respectively. Cox proportional hazards estimated hazard ratios (HR) and 95% confidence intervals (CI) for CHC, compared to 5,051 CCSS siblings. Results: Among survivors (48% female; median attained age: 24 years, range 6-46), there was increased treatment with surgery alone across the 1970s, 1980s and 1990s (21.5%, 35.3%, 41.1%, respectively), but decreased treatment with combination surgery + radiation (22.5%, 5.3%, 0.3%, respectively) and surgery + radiation + chemotherapy (28.7%, 14.7%, 9.3%, respectively). The 20-year cumulative mortality was 2.3% (95% CI, 1.4-3.8), primarily due to SMNs (SMRSMN= 10.0, 95% CI, 4.5-22.3). The 20-year cumulative incidence of SMN was 1.2% (95% CI, 0.3-3.2), 2.5% (95% CI, 1.3-4.4), and zero for those diagnosed in the 1970s, 1980s, and 1990s, respectively. SIR was highest for renal SMNs (SIR 12.5, 95% CI, 1.7-89.4). Compared to siblings, survivors were at increased risk for grade 1-5 CHC (HR 2.1, 95% CI, 1.9-2.3) with similar HR across eras (HR1970s= 1.9, 95% CI, 1.6-2.2; HR1980s= 2.2, 95% CI, 1.9-2.6; HR1990s= 2.0, 95% CI, 1.7-2.4). The HR of severe, disabling, life-threatening and fatal CHC (grades 3-5) decreased in more recent eras (HR1970s= 4.7, 95% CI, 3.4-6.6; HR1980s= 4.4, 95% CI, 3.2-6.2; HR1990s= 2.9, 95% CI, 2.0-4.3). Conclusions: Survivors of infant neuroblastoma remain at increased risk for late mortality, SMN, and CHCs many years after diagnosis. However, the risk of grade 3-5 CHCs has declined in more recent eras, likely reflecting de-intensification of therapy.

scholarly journals Impact of Teacher Self-Efficacy on Secondary School Students’ Academic Achievement

2017 ◽  
Vol 4 (1) ◽  
pp. 48 ◽  
Author(s):  
Khurram Shahzad ◽  
Sajida Naureen
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Human Performance ◽  
Positive Impact ◽  
Pearson Correlation ◽  
School Students ◽  
Teacher Self Efficacy ◽  
The Impact

<p>The study of self-efficacy and its impact on human performance has intrigued many scholars during the last two decades, for example, Clayson and Sheffet, 2006; Nauta, 2004; Muijsand Rejnolds 2001; Bandura, 1997 and Soodak and Podell, 1993. This study was conducted with the objective to find out the impact ofteacher self-efficacy on the secondary school students’ academic achievement. For this purpose, sixty (60) secondary school teachers and a hundred (100) secondary school students in Chiltan Town of Quetta city were randomly selected. To collect the data, teacher self-efficacy questionnaire for teachers was used and to measure students’ academic achievement a test was developed. Data were analyzed through Pearson Correlation and Multiple Regressions. The findings of the study revealed that teacher self-efficacy has a positive impact on the students’ academic achievement. The results of the study and their pedagogical implications have been discussed, and recommendations have been provided for further researches.</p>

Training teachers to implement physical activity: Applying social cognitive theory

2019 ◽  
Vol 78 (4) ◽  
pp. 464-475 ◽  
Author(s):  
Elizabeth A Hivner ◽  
Alicia M Hoke ◽  
Erica B Francis ◽  
Erik B Lehman ◽  
Grace W Hwang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Teacher Training ◽  
Social Cognitive Theory ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
School Classroom ◽  
Teacher Self Efficacy ◽  
The Impact

Objective: To evaluate the impact of three types of social cognitive theory (SCT)-based elementary school classroom physical activity (PA) training on teachers’ implementation rates, attitudes, knowledge and behaviour. Design: Key stakeholder focus groups informed development of phase II which took the form of a randomised controlled trial of three different intensities of teacher training to conduct classroom-based PA sessions. Setting: The study was conducted over one school year (2016–2017), across four elementary schools in the USA. Methods: Researchers delivered professional development to teachers, focusing on effective methods for PA use in the classroom through three formats: webinar, in-person training and in-person with personalised assistance. Training content was built on SCT constructs. This study examined the impact of the PA training on SCT construct outcomes among elementary school classroom teachers ( n = 41). Study outcome measures included reciprocal determinism, behavioural capability, outcome expectations and self-efficacy. Over the 12-week period following the training, teachers completed surveys to measure SCT construct outcomes. Results: Results of the intervention demonstrated an increase in teacher self-efficacy and knowledge ( p < .01 and p < .01). There was a significant increase of teachers who started using PA in the classroom who indicated no use at baseline (from 21% to 6% not using). Conclusion: The use of SCT to provide a teacher training is an effective method to increase classroom PA, while improving teacher self-efficacy and knowledge concerning PA implementation.

Building From the Bottom Up: The Importance of Tier 1 Supports in the Context of Tier 2 Interventions

2020 ◽  
Vol 23 (1) ◽  
pp. 53-64
Author(s):  
Alyssa M. Van Camp ◽  
Joseph H. Wehby ◽  
Bailey A. Copeland ◽  
Allison L. Bruhn
Keyword(s):  
Academic Engagement ◽  
Middle School Student ◽  
School Level ◽  
Tier 2 ◽  
Accurate Identification ◽  
Self Monitoring ◽  
Intervention Teams ◽  
Tier 1 ◽  
Tier 2 Intervention ◽  
The Impact

School-Wide Positive Behavior Interventions and Supports (SWPBIS) relies on effective implementation of Tier 1 practices to ensure accurate identification of students in need of more intensive supports at Tier 2 or Tier 3. While measures of school-level fidelity are widely used, measures of classroom-level implementation of Tier 1 supports are less common. If classroom levels of Tier 1 supports are variable, schools may identify students for Tier 2 supports when, instead, teachers need support implementing Tier 1 in classrooms. The purpose of this case study was to assess the impact of a self-monitoring intervention, Monitoring Behavior on the Go (MoBeGo), on the academic engagement and disruptive behavior of a middle school student. Initially, the impact of the self-monitoring intervention was inadequate. In the context of evaluating the impact of a Tier 2 intervention, we identified an opportunity to assess whether a class-wide Tier 1 program, Class-Wide Function-Related Intervention Teams (CW-FIT), enhanced the effectiveness of the Tier 2 intervention. Using an A-B-BC-B-BC design, we compared the effectiveness of a Tier 2 intervention alone with a combined Tier 1 + Tier 2 intervention. When the class-wide Tier 1 program was layered on top of the Tier 2 intervention, the student’s academic engagement showed an increase in level and stability.

Results of a phase II trial of intense androgen deprivation therapy prior to radical prostatectomy (RP) in men with high-risk localized prostate cancer (PC).

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. 5503-5503
Author(s):  
Rana R. McKay ◽  
Wanling Xie ◽  
Fiona M. Fennessy ◽  
Zhenwei Zhang ◽  
Rosina Lis ◽  
...  
Keyword(s):  
High Risk ◽  
Phase Ii ◽  
Phase Ii Trial ◽  
Residual Disease ◽  
Pathologic Complete Response ◽  
Pathologic Response ◽  
Androgen Deprivation ◽  
Increased Risk ◽  
Grade 3 ◽  
The Impact

5503 Background: Patients with high-risk localized PC have an increased risk of recurrence and death despite treatment. Abiraterone acetate (AA), a potent CYP17 inhibitor, and apalutamide, a next generation anti-androgen, have each demonstrated improved overall survival in metastatic PC. In this multicenter randomized phase II trial we investigate the impact of intense androgen deprivation on RP pathologic response (NCT02903368). Methods: Eligible patients had a Gleason score ≥4+3=7, PSA >20 ng/mL or T3 disease (by prostate MRI) and lymph node <20 mm. During Part 1 of the study, patients were randomized 1:1 to AA + prednisone + apalutamide + leuprolide (APAL) or AA + prednisone + leuprolide (APL) for 6 cycles (1 cycle=28 days) followed by RP. All RPs underwent central pathology review. The primary endpoint was the rate of a pathologic complete response (pCR) or minimum residual disease (MRD, tumor ≤5 mm). Secondary endpoints include PSA response, surgical staging at RP, positive margin rate, and safety. Results: 118 patients were enrolled at four sites. Median age was 61 (range 46-72) years. The majority of patients had NCCN high-risk disease [n=111, 94%; T3 n=73 (62%), Gleason 8-10 n=84 (71%), PSA >20 ng/mL n=28 (24%)]. 114 (97%) patients completed 6 therapy cycles followed by RP. Median PSA nadir was <0.01 versus 0.02 ng/mL and time to nadir was 4.2 versus 4.6 months in the APAL and APL arms, respectively. RP outcomes are displayed in Table. The combined pCR or MRD rate was 21.8% in the APAL arm and 20.3% in the APL arm (p=0.85). 13 (11%) patients (8 in APAL; 5 in APL) experienced grade 3 treatment-related adverse events (TrAEs). The most common grade 3 TrAEs were hypertension (5%), elevated ALT (3%) and elevated AST (3%). No grade 4 or 5 TrAE was reported. Conclusions: Intense neoadjuvant hormone therapy followed by RP in men with high-risk PC resulted in favorable pathologic responses (<5 mm residual tumor) in 21% of patients. Pathologic responses were similar between the treatment arms. Follow-up is necessary to evaluate the significance of a pathologic response on recurrence rates. Part 2 of this trial will investigate the impact of an additional 12 months of APAL post-RP on biochemical recurrence. A phase 3 trial investigating neoadjuvant apalutamide + leuprolide prior to RP is ongoing. Clinical trial information: NCT02903368 . [Table: see text]

Sign in / Sign up

Export Citation Format

Share Document