Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers' practices. Few studies have examined the effects of Tier I implementation supports for classroom management, and none have examined universal implementation within naturalistic school contexts and used strategies that go beyond a "train and hope" approach. Employing a sample of urban, elementary, general education classrooms, this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers' delivery of effective praise for students' behavior. Preliminary results suggest the implementation support package was linked with increases in teachers' behavior-specific praise, heightened praise-to-correction ratios, and increases in students' on-task behavior. Future directions of empirical and practical development are discussed. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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第一级实施支持课堂管理：针对老师的称赞的试点调查。

循证课堂管理实践对学生的学习成绩有深远影响。然而，教师通常很难有效地实施这些做法，从而在促进教师行为的多层框架中要求提供实施支持。很少有研究检查一级实施支持对课堂管理的影响，没有研究审查自然主义学校环境中的普遍实施以及使用超出“训练与希望”方法的策略。该研究采用了城市，基础，普通教育教室的样本，对第一层实施支持包进行了试点评估，以促进教师对学生的行为给予有效的表扬。初步结果表明，实施支持包与教师对行为特定的赞美的增加，对表扬与纠正的比率的提高以及学生在职行为的增加有关。讨论了经验和实践发展的未来方向。（PsycINFO数据库记录（c）2020 APA，保留所有权利）。