Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs
IntroductionIn partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place.MethodsWe conducted a randomized control trial to test the use of natural helpers (teachers, special...
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Frontiers Media S.A.
2025-01-01
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2024.1488405/full |
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| author | Rebecca J. Bulotsky-Shearer Jill Ehrenreich-May Chelsea T. Morris Casey Mullins Bella S. Lerner Elizabeth Howe Jhonelle Bailey Rinatte L. Gruen Angelica C. Gonzalez |
| author_facet | Rebecca J. Bulotsky-Shearer Jill Ehrenreich-May Chelsea T. Morris Casey Mullins Bella S. Lerner Elizabeth Howe Jhonelle Bailey Rinatte L. Gruen Angelica C. Gonzalez |
| author_sort | Rebecca J. Bulotsky-Shearer |
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| description | IntroductionIn partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place.MethodsWe conducted a randomized control trial to test the use of natural helpers (teachers, special education coaches, and curriculum specialists) participating in practice-based coaching and monthly communities of practice, to augment a districtwide universal social-emotional program, The Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. Participants included 53 preschool teachers and 519 preschool children, across 26 classrooms, and 9 schools in a high poverty area of the district. Teachers were randomized to a waitlist control or intervention condition. Intervention teachers participated in practice-based coaching and monthly communities of practice over the course of two years.ResultsSignificant effects were found on participating intervention teachers’ observed increased implementation of positive social-emotional practices in the classroom, decreases in red flags (observed teaching behaviors counter to the Pyramid Model), and increased teacher reports of self-efficacy in the intervention group, compared to control teachers. No significant impacts on child classroom behavior problems, self-regulation, or approaches to learning skills were found for children enrolled in intervention classrooms, compared to children in the control classrooms.DiscussionFuture directions for research and implications for practice are discussed. |
| format | Article |
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| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
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| series | Frontiers in Education |
| spelling | doaj-art-942333bdcc294b0cadc79d54b09899c22025-01-24T07:13:55ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-01-01910.3389/feduc.2024.14884051488405Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programsRebecca J. Bulotsky-Shearer0Jill Ehrenreich-May1Chelsea T. Morris2Casey Mullins3Bella S. Lerner4Elizabeth Howe5Jhonelle Bailey6Rinatte L. Gruen7Angelica C. Gonzalez8Department of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesFamily and Child Studies, College of Education and Human Sciences, The University of New Mexico, Albuquerque, NM, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesCenter for Advanced Study of Teaching and Learning, University of Virginia School of Education and Human Development, Charlottesville, VA, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesDepartment of Psychology, Child Division, University of Miami, Coral Gables, FL, United StatesIntroductionIn partnership with an urban school district Head Start program, we created a set of intervention supports that built upon the strengths of the district program services already in place.MethodsWe conducted a randomized control trial to test the use of natural helpers (teachers, special education coaches, and curriculum specialists) participating in practice-based coaching and monthly communities of practice, to augment a districtwide universal social-emotional program, The Pyramid Model for Promoting Social and Emotional Competence in Infants and Young Children. Participants included 53 preschool teachers and 519 preschool children, across 26 classrooms, and 9 schools in a high poverty area of the district. Teachers were randomized to a waitlist control or intervention condition. Intervention teachers participated in practice-based coaching and monthly communities of practice over the course of two years.ResultsSignificant effects were found on participating intervention teachers’ observed increased implementation of positive social-emotional practices in the classroom, decreases in red flags (observed teaching behaviors counter to the Pyramid Model), and increased teacher reports of self-efficacy in the intervention group, compared to control teachers. No significant impacts on child classroom behavior problems, self-regulation, or approaches to learning skills were found for children enrolled in intervention classrooms, compared to children in the control classrooms.DiscussionFuture directions for research and implications for practice are discussed.https://www.frontiersin.org/articles/10.3389/feduc.2024.1488405/fullPyramid Modelsocial-emotional interventionimplementationteacher practicescoachingcommunity of practice |
| spellingShingle | Rebecca J. Bulotsky-Shearer Jill Ehrenreich-May Chelsea T. Morris Casey Mullins Bella S. Lerner Elizabeth Howe Jhonelle Bailey Rinatte L. Gruen Angelica C. Gonzalez Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs Frontiers in Education Pyramid Model social-emotional intervention implementation teacher practices coaching community of practice |
| title | Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs |
| title_full | Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs |
| title_fullStr | Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs |
| title_full_unstemmed | Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs |
| title_short | Making connections for children and teachers: using classroom-based implementation supports for teaching Pyramid Model practices in Head Start programs |
| title_sort | making connections for children and teachers using classroom based implementation supports for teaching pyramid model practices in head start programs |
| topic | Pyramid Model social-emotional intervention implementation teacher practices coaching community of practice |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2024.1488405/full |
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