Improving skills and pedagogical sensitivity of teachers in Dutch primary education: A study on the effects of the behavioral intervention for teachers Multi-Method Coaching on teacher and child mental health and educational outcomes. - Key2Teach

Inholland University of Applied Sciences Hogeschool Inholland0 个研究点目标入组 7,344 人开始时间: 待定最近更新: 2024年4月29日

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•This study will employ a multiple-gate screening procedure to identify 144 teacher-child dyads. All children from ages 8 to 12 (grades 5, 6, 7) years attending the 62 participating schools will be included in this procedure and screened.
•Step 1 inclusion: all children with (sub)clinical levels of conduct problems will be identified;
•Step 2 inclusion: teachers who report a conflictuous relationship with all of the children in their class who were identified in step 1 will be selected;
•Step 3 inclusion: When more than 1 conflictuous teacher-child dyad is identified within one
•class, one dyad will be randomly selected;
•Step 4 inclusion: Finally, schools will be included when they have at least two conflictuous teacher-child dyads. If a participating school has two or three dyads, two dyads will be randomly selected to participate. If a participating school has more than four dyads, four dyads will be randomly selected to participate in the study.

•1. Schools will be excluded when they are participating in an intensive intervention aimed at
•reducing childrens' conduct problems during the schoolyear in which MMC is conducted;
•2. Teachers of the selected schools will be excluded when they are participating in another
•intensive behavioral teacher-training during the schoolyear in which MMC is conducted
•3. Children will be excluded when their parents/caregivers did not provide consent to
•participate, or (when children are at age 12 or older) when children themselves did not provide
•consent to participate.

发起方

Inholland University of Applied Sciences Hogeschool Inholland