Publications

The processes and successes of Insights have been documented thoroughly through a variety of books and publications. There’s something for parents, teachers, and scholars.

Latest Work – book

Copy of UWW_2

by Sandee McClowry, (2016).

Using what works: Elementary school classroom management

Many teachers-in-training and their more experienced colleagues find classroom management challenging. Using what works: Elementary School Classroom Management invites elementary school to look beyond untested teacher strategies. Instead this book presents an evidence-based approach. Equipped with a greater knowledge of scientifically informed classroom management, teachers will learn how and why some things work, while others do not.

Latest Work – article

Classwide efficacy of INSIGHTS: Observed student behaviors and teacher practices in kindergarten and first grade.

published 2015 in the Elementary School Journal.

by Erin E. O’Connor, Meghan P. McCormick, Ashley R. Turbeville, Ashleigh J. Collins, Sandee G. McClowry

abstract

We investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/ reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first grade classrooms (n120)were observing the fall prior to the intervention and in the spring following the intervention. Multilevel random effects regression models showed an INSIGHTS main effect on observed teacher practices of emotional support from fall to spring. This effect was magnified in first grade. First-grade INSIGHTS classrooms also had higher teacher practices of classroom organization and lower classwide off-task behaviors over the school year compared to first-grade attention-control classrooms. Kindergarten INSIGHTS classrooms improved classwide student engagement from fall to spring compared to kindergarten attention-control classrooms. Grade-level variations are discussed along with implications for future research and practice.