تقرير
Using Complier Average Causal Effect Estimation (CACE) to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers
| العنوان: | Using Complier Average Causal Effect Estimation (CACE) to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers |
|---|---|
| اللغة: | English |
| المؤلفون: | Juliette K. Berg, Catherine P. Bradshaw, Booil Jo, Nicholas S. Ialongo |
| المصدر: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| تاريخ النشر: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | R305A080326 R305A130060 R305A130701 P30MH08643 |
| نوع الوثيقة: | Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Causal Models, Teacher Burnout, Elementary School Teachers, Educational Games, Program Implementation, Teacher Effectiveness, Classroom Techniques, Social Emotional Learning, Student Behavior, Intervention, Prevention, Compliance (Psychology) |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory |
| DOI: | 10.1007/s10488-016-0738-1 |
| مستخلص: | Complier Average Causal Effect (CACE) analysis, a causal inference approach that accounts for levels of teacher implementation compliance, was used to examine one-year impacts of PAX Good Behavior Game (PAX GBG) and Promoting Alternative Thinking Strategies (PATHS) on teacher efficacy and burnout. Teachers in 27 elementary schools were randomized to PAX GBG, an integration of PAX GBG and PATHS, or a control condition. There were positive overall effects on teachers' efficacy beliefs, but high implementing teachers also reported increases in burnout across the school year. This approach may offer new information not captured using the traditional intent-to-treat approach. [This paper was published in "Administration and Policy in Mental Health and Mental Health Services Research" v44 n4 p558-571 2017.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| رقم الأكسشن: | ED649974 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1007/s10488-016-0738-1 |
|---|