Social Emotional CompetenceNCT03980834
Teachers Thriving Together
A study testing ParentCorps FUNdamentals, ParentCorps 101 E-learning and Training in people with Social Emotional Competence, run by NYU Langone Health at 1 site in United States.
Trial summary
This is a randomized, controlled, hybrid implementation-effectiveness design.whose primary aim is to examine the impact of ParentCorps plus Thrive Professional Learning, relative to Thrive Professional Learning and Inspire Professional Learning alone, on teachers' classroom teaching (knowledge, beliefs, skills and… Read more about this study
- Who is it for?
- Ages 18 to 65 yearsHealthy volunteers can take part
- Conditions the study is for
- Social Emotional Competence
- What is being tested?
- ParentCorps FUNdamentals, ParentCorps 101 E-learning and Training
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 74 participants
- Where
- 1 siteUnited States
- Study dates
- 15 Oct 2019to 25 Aug 2020
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 to 65 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- The participants are lead teachers, assistant teachers, teaching assistants, paraprofessionals and teacher aides in 238 sites with Pre-K in NYC (for the purposes of this study, the term "teachers" will be used to represent this group). The inclusion criteria include teachers who participate in Thrive or Inspire Professional Learning in 2018-2019. Additionally, 449 teachers from 81 district schools (that are part of the Thrive and Inspire Professional Learning) are were randomized into the study will participate.
- To be eligible for the study, sites met the following criteria: a) have 2 or more PKFA classrooms; b) serve a high-need population and c) leaders ranked Thrive or Inspire as a first or second preference for the school. "High need" was defined as follows: the site level percentage of students in poverty was above the median of the eligible pool; the site level percentage of students in poverty was in the second quartile of the eligible pool and two or more students were listed as living in temporary housing; and/or the site level percentage of students in poverty was in the first quartile of the eligible pool and 5 or more students were listed as living in temporary housing.
Who cannot join
- Sites that were currently implementing ParentCorps at the time of the randomization were not eligible for the study. Only teachers who were part of the Thrive or Inspire Professional Learning tracks in 2018-2019 will be eligible.
Trial locations and contacts
1 site in 1 country.
About this study
This is a randomized, controlled, hybrid implementation-effectiveness design.whose primary aim is to examine the impact of ParentCorps plus Thrive Professional Learning, relative to Thrive Professional Learning and Inspire Professional Learning alone, on teachers' classroom teaching (knowledge, beliefs, skills and practice related to family engagement and social emotional learning) and teachers' social emotional development. The study also aims to understand the impact of Thrive Professional Learning versus Inspire Professional Learning alone on teachers and classrooms.
- Conditions
- Social Emotional Competence
- Being tested
- ParentCorps FUNdamentals, ParentCorps 101 E-learning, Training, Coaching
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
ParentCorps FUNdamentalsBehavioural
is a series of large-group experiential PD days (in groups of 25-40 participants from across all schools) which takes place in the first summer prior to implementation. Leaders participate in a 2-day FUNdamentals series with leaders from other schools.
ParentCorps 101 E-learningBehavioural
is a self-paced interactive web-based series with 7 modules intended to help facilitators build confidence and mastery of evidence-based practices.
TrainingBehavioural
group-based series to prepare facilitators (mental health professionals and teachers) to implement Programs with fidelity and to ensure high levels of exposure by parents and students. Mental health professionals are supported to facilitate the Program for Parents (day and after-school versions) with fidelity. Pre-K teachers and assistants are supported to implement the Program for Students in the classroom. In addition, early childhood staff (including Kindergarten teachers as needed) is trained to facilitate the Program for Students during after-school hours in parallel with the Parenting Program. All facilitators receive training on engaging parents to participate
CoachingBehavioural
is one-on-one support provided in-vivo and from a distance (phone, text, email) to help users apply evidence-based practices in daily interactions with students and parents, and to support high levels of implementation fidelity and exposure. All Pre-K teachers and mental health professionals facilitating ParentCorps receive four on-site coaching visits and 10 30-minute calls for the remaining sessions in the first year for each cycle of implementation.
| Study group | Role | What they receive |
|---|---|---|
| Professional Learning, Program Training and Coaching | Active comparator | Not described Receives: Behavioral: ParentCorps FUNdamentals; Behavioral: ParentCorps 101 E-learning; Behavioral: Training; Behavioral: Coaching |
| Program for Parents of Pre-K Students | Active comparator | Not described Receives: Behavioral: Training |
| Program for Pre-K Students | Active comparator | Not described Receives: Behavioral: Coaching |
What is being measured
The primary outcome is the main question the study is designed to answer.
Emotion Regulation Questionnaire-Modified (ERQ)
Respondents indicate their tendency toward reappraisal (six items) and suppression (four items) through a seven-point Likert scale, ranging from one (strongly disagree) to seven (strongly agree). Independent scores are computed for each ER strategy. The ERQ had high internal consistency for both the cognitive reappraisal and expressive suppression subscales (α = .79 and .73, respectively) in a sample of undergrad students. The higher the scores the greater the use of the emotion regulation strategy.
Measured: 1 Year
Panorama Teacher and Staff Survey
The survey exists as a series of scales, or sets of survey questions related to a single topic (e.g., Teaching Efficacy, Staff-Family Relationships or Educating all Students). The instrument was developed based on modern principles of survey design to substantially minimize measurement error. Some of these principles include wording items as questions, avoiding response options that may introduce acquiescence bias, avoiding double-barreled items, and using a variety of response options to capture a wider range of perceptions. This survey is currently in the process of being evaluated to accumulate evidence that the questions, scales, and instruments are reliable and valid.
Measured: 1 Year
Mindfulness in Teaching Scale-Modified
used to assess the unique ways in which mindfulness may manifest in intrapersonal and interpersonal behaviors of teachers in a K-12 school setting. The original form of the self report measure is composed of two factors, "intrapersonal" and "interpersonal" mindfulness,and is a 14-item scale. The interpersonal sub scale has shown to predict teacher burnout (emotional exhaustion, de personalization) and instructional efficacy in working with students (social-emotional and behavioral management) over time. Cronbach Alpha internal consistency coefficients were found to be .861 for "Intrapersonal Mindfulness" and .711 for "Interpersonal Mindfulness." Higher score indicates more positive teaching behavior.
Measured: 1 Year
Parental Engagement of Families from Latino Backgrounds Questionnaire-Modified [PEFL- English]
a 43-item Likert-type measure. The PEFL explores four dimensions of parental engagement related to children's school readiness: foundational education, supplemental education, school participation, and future-oriented teaching. The higher the average score on that scale, the more parents have agreed with the positive statements in the survey.
Measured: 1 Year
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Jun 2019
- Study start15 Oct 2019
- Primary completion25 Aug 2020
- Study completion25 Aug 2020
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Social Emotional CompetenceStudies of the same condition, open and under way.
- More trials run by NYU Langone HealthThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 74 participants (actual)
Sponsor and investigators
- Lead sponsor
- NYU Langone Health
- Sponsor type
- University, hospital or other
- Responsible party
- Sponsor
- Investigators
- Laurie Brotman, Principal investigator, New York Langone Medical Center
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03980834
- Sponsor's protocol ID
- 19-00204
- Status last verified
- Mar 2022
- First submitted
- 6 Jun 2019
- Last updated
- 24 Mar 2022
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
Study at a glance
From the registry record, last updated by the sponsor on 24 Mar 2022. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Teachers Thriving Together
- ClinicalTrials.gov ID
- NCT03980834
- Acronym / sponsor ID
- 19-00204
- Conditions
- Social Emotional Competence
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 74 participants (actual)
- Lead sponsor
- NYU Langone HealthUniversity, hospital or other
- Study start
- 15 Oct 2019 (actual)
- Primary completion
- 25 Aug 2020 (actual)
- Study completion
- 25 Aug 2020 (actual)
- First posted
- 10 Jun 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
This is a randomized, controlled, hybrid implementation-effectiveness design.whose primary aim is to examine the impact of ParentCorps plus Thrive Professional Learning, relative to Thrive Professional Learning and Inspire Professional Learning alone, on teachers' classroom teaching (knowledge, beliefs, skills and practice related to family engagement and social emotional learning) and teachers' social emotional development. The study also aims to understand the impact of Thrive Professional Learning versus Inspire Professional Learning alone on teachers and classrooms.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 3
| Arm | Type | Receives |
|---|---|---|
| Professional Learning, Program Training and Coaching | Active comparator | Behavioral: ParentCorps FUNdamentals, Behavioral: ParentCorps 101 E-learning, Behavioral: Training, Behavioral: Coaching |
| Program for Parents of Pre-K Students | Active comparator | Behavioral: Training |
| Program for Pre-K Students | Active comparator | Behavioral: Coaching |
Who may qualify
- Ages
- 18 to 65 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (2 listed)
- The participants are lead teachers, assistant teachers, teaching assistants, paraprofessionals and teacher aides in 238 sites with Pre-K in NYC (for the purposes of this study, the term "teachers" will be used to represent this group). The inclusion criteria include teachers who participate in Thrive or Inspire Professional Learning in 2018-2019. Additionally, 449 teachers from 81 district schools (that are part of the Thrive and Inspire Professional Learning) are were randomized into the study will participate.
- To be eligible for the study, sites met the following criteria: a) have 2 or more PKFA classrooms; b) serve a high-need population and c) leaders ranked Thrive or Inspire as a first or second preference for the school. "High need" was defined as follows: the site level percentage of students in poverty was above the median of the eligible pool; the site level percentage of students in poverty was in the second quartile of the eligible pool and two or more students were listed as living in temporary housing; and/or the site level percentage of students in poverty was in the first quartile of the eligible pool and 5 or more students were listed as living in temporary housing.
Key exclusion criteria (1 listed)
- Sites that were currently implementing ParentCorps at the time of the randomization were not eligible for the study. Only teachers who were part of the Thrive or Inspire Professional Learning tracks in 2018-2019 will be eligible.
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| ParentCorps FUNdamentalsis a series of large-group experiential PD days (in groups of 25-40 participants from across all schools) which takes place in the first summer prior to implementation. Leaders participate in a 2-day FUNdamentals series with leaders from other schools. | Behavioural | Professional Learning, Program Training and Coaching |
| ParentCorps 101 E-learningis a self-paced interactive web-based series with 7 modules intended to help facilitators build confidence and mastery of evidence-based practices. | Behavioural | Professional Learning, Program Training and Coaching |
| Traininggroup-based series to prepare facilitators (mental health professionals and teachers) to implement Programs with fidelity and to ensure high levels of exposure by parents and students. Mental health professionals are supported to facilitate the Program for Parents (day and after-school versions) with fidelity. Pre-K teachers and assistants are supported to implement the Program for Students in the classroom. In addition, early childhood staff (including Kindergarten teachers as needed) is trained to facilitate the Program for Students during after-school hours in parallel with the Parenting Program. All facilitators receive training on engaging parents to participate | Behavioural | Professional Learning, Program Training and Coaching, Program for Parents of Pre-K Students |
| Coachingis one-on-one support provided in-vivo and from a distance (phone, text, email) to help users apply evidence-based practices in daily interactions with students and parents, and to support high levels of implementation fidelity and exposure. All Pre-K teachers and mental health professionals facilitating ParentCorps receive four on-site coaching visits and 10 30-minute calls for the remaining sessions in the first year for each cycle of implementation. | Behavioural | Professional Learning, Program Training and Coaching, Program for Pre-K Students |
Primary outcome
Emotion Regulation Questionnaire-Modified (ERQ)
Time frame: 1 Year
Respondents indicate their tendency toward reappraisal (six items) and suppression (four items) through a seven-point Likert scale, ranging from one (strongly disagree) to seven (strongly agree). Independent scores are computed for each ER strategy. The ERQ had high internal consistency for both the cognitive reappraisal and expressive suppression subscales (α = .79 and .73, respectively) in a sample of undergrad students. The higher the scores the greater the use of the emotion regulation strategy.
Panorama Teacher and Staff Survey
Time frame: 1 Year
The survey exists as a series of scales, or sets of survey questions related to a single topic (e.g., Teaching Efficacy, Staff-Family Relationships or Educating all Students). The instrument was developed based on modern principles of survey design to substantially minimize measurement error. Some of these principles include wording items as questions, avoiding response options that may introduce acquiescence bias, avoiding double-barreled items, and using a variety of response options to capture a wider range of perceptions. This survey is currently in the process of being evaluated to accumulate evidence that the questions, scales, and instruments are reliable and valid.
Mindfulness in Teaching Scale-Modified
Time frame: 1 Year
used to assess the unique ways in which mindfulness may manifest in intrapersonal and interpersonal behaviors of teachers in a K-12 school setting. The original form of the self report measure is composed of two factors, "intrapersonal" and "interpersonal" mindfulness,and is a 14-item scale. The interpersonal sub scale has shown to predict teacher burnout (emotional exhaustion, de personalization) and instructional efficacy in working with students (social-emotional and behavioral management) over time. Cronbach Alpha internal consistency coefficients were found to be .861 for "Intrapersonal Mindfulness" and .711 for "Interpersonal Mindfulness." Higher score indicates more positive teaching behavior.
Parental Engagement of Families from Latino Backgrounds Questionnaire-Modified [PEFL- English]
Time frame: 1 Year
a 43-item Likert-type measure. The PEFL explores four dimensions of parental engagement related to children's school readiness: foundational education, supplemental education, school participation, and future-oriented teaching. The higher the average score on that scale, the more parents have agreed with the positive statements in the survey.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 24 Mar 2022.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Laurie Brotman principal investigator
New York Langone Medical Center
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing ParentCorps FUNdamentals, ParentCorps 101 E-learning and Training in people with Social Emotional Competence, run by NYU Langone Health at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 2 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 24 Mar 2022. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Emotion Regulation Questionnaire-Modified (ERQ) (time frame: 1 Year). The study lists 4 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 24 Mar 2022.