Teachers Supporting Teachers in Urban Schools: What Iterative Research Designs Can Teach Us

A Framework to Explore Proximate Human-Robot Coordination

Proximate human-robot teaming (pxHRT) is a complex subspace within human-robot interaction. Studies in this space involve a range of equipment and methods, including the ability to sense people and robots precisely. Research in this area draws from a wide variety of other fields, from human-human interaction to control theory, making study design complex, particularly for those outside the field of HRI. In this paper, we introduce a framework that helps researchers consider tradeoffs across various task contexts, platforms, sensors, and analysis methods; metrics frequently used in the field; and common challenges researchers may face. We demonstrate the use of the framework via a case study which employs an autonomous mobile manipulator continuously engaging in shared workspace, handover, and co-manipulation tasks with people, and explores the effect of cognitive workload on pxHRT dynamics. We also demonstrate the utility of the framework in a case study with two groups of researchers new to pxHRT. With this framework, we hope to enable researchers, especially those outside HRI, to more thoroughly consider these complex components within their studies, more easily design experiments, and more fully explore research questions within the space of pxHRT.

Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial

Although there is a growing evidence base about effective classroom management practices, teacher implementation of these practices varies due to a number of factors. A school's organizational health is one aspect of the broader social environment that has been hypothesized to influence implementation of interventions. Yet, empirical evidence is limited on whether organizational contexts can influence teacher implementation of effective interventions and subsequently, classroom environments and student outcomes. In the present study, teachers in an urban school district were randomly assigned to receive training in the Incredible Years Teacher Classroom Management program (IY TCM), a classroom management intervention. We examined how teacher perceptions of their school environment moderated intervention effects for previously established treatment outcomes - implementation of effective classroom methods, students' social behaviors, emotional regulation, and social competence. Results showed that treatment effects on teacher implementation and student outcomes were moderated by teachers' sense of affiliation to their school. Specifically, main effects on implementation of effective classroom management strategies were only observed among teachers whose perceptions of initial teacher affiliation was low or average; whereas main effects on student outcomes were only found for teachers with initial high levels of affiliation.

Common elements of adolescent prevention programs: minimizing burden while maximizing reach

A growing number of evidence-based youth prevention programs are available, but challenges related to dissemination and implementation limit their reach and impact. The current review identifies common elements across evidence-based prevention programs focused on the promotion of health-related outcomes in adolescents. We reviewed and coded descriptions of the programs for common practice and instructional elements. Problem-solving emerged as the most common practice element, followed by communication skills, and insight building. Psychoeducation, modeling, and role play emerged as the most common instructional elements. In light of significant comorbidity in poor outcomes for youth, and corresponding overlap in their underlying skills deficits, we propose that synthesizing the prevention literature using a common elements approach has the potential to yield novel information and inform prevention programming to minimize burden and maximize reach and impact for youth.

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

Shifting to a Wellness Paradigm in Teacher Education: A Promising Practice for Fostering Teacher Stress Reduction, Burnout Resilience, and Promoting Retention

Teacher attrition is a growing concern for the U.S. educational system. One promising practice in teacher education to combat this trend is a wellness paradigm focus. This article includes information concerning current teacher stress, burnout, and attrition. In addition, the historical and theoretical underpinnings of wellness will be introduced as well as case illustrations of wellness in teaching practice. Implications for teacher educators will be discussed.