Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality-Reference-Cited by-同舟云学术

Outcomes of the BEST in CLASS Intervention on Teachers' Use of Effective Practices, Self-Efficacy, and Classroom Quality

Published:2019-03-01 Issue:1 Volume:48 Page:31-45
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

Conroy Maureen A.¹,Sutherland Kevin S.²,Algina James¹,Ladwig Crystal¹,Werch Brittany¹,Martinez Jose¹,Jessee Gabriel²,Gyure Maria²

Affiliation:

1. University of Florida

2. Virginia Commonwealth University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.17105/SPR-2018-0003.V48-1

Reference47 articles.

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3. Altering School Climate through School-Wide Positive Behavioral Interventions and Supports: Findings from a Group-Randomized Effectiveness Trial

4. Longitudinal Predictors of School-Age Academic Achievement: Unique Contributions of Toddler-Age Aggression, Oppositionality, Inattention, and Hyperactivity

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