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Author ORCID Identifier
Open Access Dissertation
Doctor of Philosophy (PhD)
Year Degree Awarded
Month Degree Awarded
Amanda M. Marcotte
Sara A. Whitcomb
Elizabeth A. Harvey
Although the nature of teacher-child relationships is a known factor in academic and social success, little research has focused on methods to improve these relationships at the classwide level. Social emotional learning has been proposed as a method to improve child social skills, a significant factor in promoting positive interpersonal relationships. In addition, teacher performance feedback has been shown to increase use of effective behavior management practices. However, no research to date has examined the effects of a comprehensive intervention involving delivery of a social emotional learning curriculum with performance feedback on the proportion of positive and negative teacher-child interactions observed in the classroom. Using a single subject ABCBC reversal design, this study examined the effects of Strong Start: K-2 with performance feedback on a measure of teacher-child interactions. A combination of curriculum delivery and performance feedback was found to increase positive interactions and decrease negative interactions as measured by an adapted version of the Teacher Coder Impressions Inventory (TCI; Webster-Stratton et al., 2008).
Barker, Elizabeth S., "Promoting Positive Teacher-Child Interactions Through Implementation of a Social Emotional Learning Curriculum with Performance Feedback" (2015). Doctoral Dissertations. 345.