Manualization v. Modularization of a Classroom Management Intervention: Effects on Teacher Implementation and Student Outcomes
Journal of Applied School Psychology · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
Behavioral and Psychological StudiesEarly Childhood Education and DevelopmentHealth Policy Implementation Scienceclassroom managementmanualizationmodularizationintervention delivery formatteacher implementation fidelityevidence-based practicefirst grade teacherstreatment components
Come citare questo studio
Kathryn L. Sinor, Greg Schutte, Bridgett McGill, Lily D. Langerman. (2026). Manualization v. Modularization of a Classroom Management Intervention: Effects on Teacher Implementation and Student Outcomes. Journal of Applied School Psychology. DOI: 10.1080/15377903.2026.2744954
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