Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program

Joshua L. Brown, Stephanie M. Jones, Maria D. LaRusso, J. Lawrence Aber

Research output: Contribution to journalArticle

Abstract

This study capitalizes on recent advances in the reliable and valid measurement of classroom-level social processes known to influence children's social-emotional and academic development and addresses a number of limitations in our current understanding of teacher- and intervention-related impacts on elementary school classroom processes. A cluster randomized controlled trial design was employed to (a) examine whether teacher social-emotional functioning forecasts differences in the quality of 3rd-grade classrooms, (b) test the experimental impact of a school-based social-emotional learning and literacy intervention on the quality of classroom processes controlling for teacher social-emotional functioning, and (c) examine whether intervention impacts on classroom quality are moderated by these teacher-related factors. Results indicated (a) positive effects of teachers' perceived emotional ability on classroom quality; (b) positive effects of the 4Rs Program on overall classroom quality, net of teacher social-emotional functioning indicators; and (c) intervention effects that are robust to differences in these teacher factors. These findings support and extend recent research examining intervention-induced changes in classroom-level social processes fundamental to positive youth development.

Original languageEnglish (US)
Pages (from-to)153-167
Number of pages15
JournalJournal of Educational Psychology
Volume102
Issue number1
DOIs
StatePublished - Feb 2010

Fingerprint

classroom
Aptitude
teacher
Randomized Controlled Trials
Learning
social process
Research
elementary school
literacy
Literacy
ability
school
learning

Keywords

  • classroom emotional and instructional climate
  • classroom quality
  • randomized trial
  • school-based intervention
  • social-emotional learning

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Improving Classroom Quality : Teacher Influences and Experimental Impacts of the 4Rs Program. / Brown, Joshua L.; Jones, Stephanie M.; LaRusso, Maria D.; Aber, J. Lawrence.

In: Journal of Educational Psychology, Vol. 102, No. 1, 02.2010, p. 153-167.

Research output: Contribution to journalArticle

Brown, Joshua L. ; Jones, Stephanie M. ; LaRusso, Maria D. ; Aber, J. Lawrence. / Improving Classroom Quality : Teacher Influences and Experimental Impacts of the 4Rs Program. In: Journal of Educational Psychology. 2010 ; Vol. 102, No. 1. pp. 153-167.
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