2020 Research Grant Results

Name: Karen Robbie M.S., C.A.S

Title: Using Peer Supports to Improve Positive-to-Negative Teacher/Student Interaction Ratios by Novice Teachers

Research Proposal: Using a three-term contingency behavioral theoretical framework, I aim to determine if

novice teachers will increase their use of evidence-based classroom management practices and

therefore, increase their rate of positive student/teacher interactions after engaging in an

intervention package. I will examine the following research questions:

1. What are the effects of a peer-coaching intervention package using explicit instruction,

action planning based upon habit development, opportunities for practice, and

performance feedback on novice teachers' rate of positive to negative student/teacher

interactions?

2. Does gradual fading of peer-based performance feedback maintain an improved positive

to negative student/teacher interaction ratio?

Summary: In process

References: