Supporting high school teachers' implementation of evidence-based classroom management practices
Kennedy, M. J., Hirsch, S. E., Rodgers, W. J., Bruce, A., & Lloyd, J. W. (2017). Teaching and Teacher Education, 63, 47-57. https://doi.org/10.1016/j.tate.2016.12.009.
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examining12Teachers, grades9-10
Single Study Review
Review Details
Reviewed: March 2026
- Single Study Review (findings for Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Researcher-developed teacher and student observation protocol – student engagement |
Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV) vs. Business as usual |
0 Days |
Full sample;
|
88.79 |
74.52 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Researcher-developed teacher and student observation protocol – opportunities to respond |
Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV) vs. Business as usual |
0 Days |
Full sample;
|
69.96 |
25.83 |
Yes |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 75%
Male: 25% -
Race White 100% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
This study of a type of teacher professional development was conducted with teachers of 9th and 10th grade classrooms in a single urban high school of medium size (1,707 students) in a mid-Atlantic state.
Study sample
The study involved 12 teachers from a single high school (6 in the intervention condition, 6 in the comparison condition). The teachers had an average of 7.4 years of experience with a range of 1-17 years. In the school, students were predominantly Black (65 percent), 21 percent identified as Hispanic, and 10 percent were Caucasian. Forty-one percent qualified for free or reduced lunch. The authors noted the overall high school had 1,707 students, but they did not report the student sample sizes for the study and were unable to do so upon a query from the WWC. The study did not report demographics for students in the participating teachers’ classes.
Intervention Group
Teachers in the intervention condition participated in a multimedia professional development package called Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV). CAP-TV was designed to help teachers use evidence-based classroom management practices, including opportunities to respond, behavior-specific praise, and pre-corrections. The CAP-TV condition involved both a 1-hour professional development (PD) session held after school and follow-up coaching. During the 1-hour PD, teachers learn about evidence-based practices through videos that included prompts to pause for discussion and then watched brief videos of teachers modeling the practices. The presenter held 45-minute follow-up coaching sessions with the teachers during the two subsequent weeks, to reinforce the learning and provide feedback.
Comparison Group
Teachers in the comparison condition participated in a traditional workshop-style professional development session. The one-hour session covered the same content as the intervention condition and was led by a member of the study team.
Support for implementation
The study did not describe additional implementation supports, such as the training or background of the professional development providers. The research team developed the CAP-TV content with participation of some teacher leaders in the school.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, statistical significance, and sample size of the findings within a domain, the WWC assigns effectiveness ratings as one of the following: Tier 1 (strong evidence), Tier 2 (moderate evidence), Tier 3 (promising evidence), uncertain effects, and negative effects. For more detail, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).