Professional development for teachers plus coaching related to school-wide suspensions for a large urban school system
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Some serious or critical studies had designs and analyses that could not account for baseline differences.
“where the design and analysis could not account for such differences”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Flynn et al. 2016
Flynn et al. (2016) reported that 50% of cases had missing data, and all outcome and predictor variables had some missing data.
“50% of cases had missing data, and all outcome and predictor variables had some missing data”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Flynn et al. 2016
Flynn et al. (2016) describe approaches taken to handle missingness, such as imputation.
“Flynn et al. (2016) go on to describe approaches taken to handle missingness, such as imputation”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Flynn et al. 2016
Table 14 in Flynn et al. (2016) clearly indicates that the treatment and control schools are not equivalent.
“Table 14 in Flynn et al. (2016) clearly indicates that the treatment and control schools are not equivalent”
From School‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review (2025) · cites this paper as Flynn et al. 2016
Cites
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Exclusionary School Discipline and Delinquent Outcomes: A Meta-Analysis
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“A sizeable body of research also exists in which exclusions are examined in relation to delinquent behaviors that are not associated with formal justice system contact (e.g., Flynn et al., 2016; Hemphill et al., 2013).”
BackgroundMTSS Coaching: Bridging Knowing to Doing
Freeman, J., Sugai, G., Simonsen, B., & Everett, S. (2017) · doi:10.1080/00405841.2016.1241946 · Cited by 74
Addressing the wicked problem of behaviour in schools
Armstrong, D. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2017.1413732 · Cited by 69 · see citing works
“…effective way to negative conduct in the classroom by students, particularly those described as having a disability or MH difficulty, is a quandary for many schools in Australia, Canada, England, New Zealand and the US (Flynn et al. 2016; Armstrong, Price, and Crowley 2015; Cooper and Jacobs 2011).”
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TVET Teacher Professional Competency Framework in Industry 4.0 Era
Jafar, D. S. A., Saud, M., Hamid, M. Z. A., Suhairom, N., Hisham, M. H. M., & Zaid, Y. (2020) · doi:10.13189/ujer.2020.080534 · Cited by 49
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“Vocational teachers are also expected to provide work experience and specific occupational knowledge to their students in order to facilitate school-to-work transition (Flynn et al., 2016; Grollmann, 2008).”
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“Graves and colleagues (2021) identified coaching aimed at improving classroom management strategies as a promising intervention for reducing disciplinary referrals in minoritized students (Flynn et al., 2016), which could be integrated into trainings about signs and symptoms of suicide.”
BackgroundSchool-Wide Positive Behavior Support Telecoaching in a Rural District
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“…active learning opportunities including modeling and opportunities to practice, delivery of performance feedback, and coaching and ongoing expert support were noted as important components of training across several studies (Darling-Hammond et al., 2017; Flynn et al., 2016; Sims et al., 2022).”
BackgroundAddressing the wicked problem of behaviour in schools
Armstrong, D. F. (2019) · International Journal of Inclusive Education · doi:10.1080/13603116.2019.1597183 · Cited by 13 · see citing works
“…effective way to negative conduct in the classroom by students, particularly those described as having a disability or MH difficulty, is a quandary for many schools in Australia, Canada, England, New Zealand and the US (Flynn et al. 2016; Armstrong, Price, and Crowley 2015; Cooper and Jacobs 2011).”
BackgroundInfluentialCompetency of Vocational Education Teachers in the Society Era 5.0
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Classroom Management Coaching for First-Year Urban Teachers: Purpose, Design, and Implementation
Kwok, A., & Svajda-Hardy, M. (2021) · Urban Education · doi:10.1177/00420859211058418 · Cited by 15 · see citing works
“For instance, Flynn et al. (2016) examined the use of a professional development intervention incorporating one-on-one coaching focused on classroom management strategies.”
BackgroundSchool‐Based Interventions for Reducing Disciplinary School Exclusion. An Updated Systematic Review
Valdebenito, S., Gaffney, H., Arosemena‐Burbano, M. J., Hitchcock, S., Jolliffe, D., & Sutherland, A. (2025) · Campbell Systematic Reviews · doi:10.1002/cl2.70063 · Cited by 4 · see citing works
Khotimah, N., Fauziati, E., Widyasari, C., & Minsih (2023) · International Journal of Elementary Education · doi:10.23887/ijee.v7i1.54320 · Cited by 4
“For this reason, teachers have made various attempts to deal with disruptive behaviour by implementing different strategies (Dekawati, 2020; Flynn et al., 2016).”
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“This coaching model can improve classroom management self-efficacy, decrease burnout (Reinke et al., 2015), and reduce in-school suspensions (e.g., Flynn et al., 2016), especially within urban districts (Back et al., 2016) and classrooms with higher levels of reported behavior problems (Tolan et…”
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The Impact of Dialogic Teacher Training on Students’ Peer Intervention to Address School Violence
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“Effective teacher intervention depends on the training opportunities they have (Dawes et al., 2020; Diamond et al., 2019; Flynn et al., 2016).”
Encouragement of Class Magnitude on Student Triumph in Erudition of English Language
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“Previous study pointed out that despite the importance attached to English Language in particular as the essential ingredients to technological development, the laboratory provision in the school plays an important role in the number of students in the 2019; Flynn et al., 2016).”
BackgroundElementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan
Ahmed, F., Hussan, S., & Safiullah, M. A. (2016) · doi:10.31703/grr.2016(i-i).07
- Authors
- Flynn, R. M., Lissy, R., Alicea, S., Tazartes, L., & McKay, M. M.
- Affiliations
- New York University (US)
- Corresponding author
- Flynn, Rachel M.
- Venue
- Children and Youth Services Review
- Publisher
- Elsevier BV
- Published
- 2016-03
- Volume
- 62
- Pages
- 29-39
- ISSN
- 0190-7409 (ISSN-L)
- OpenAlex
- W2280018017
- Cited by
- 26
- References
- 0
- Citations by year
- 2025: 4 · 2024: 1 · 2023: 3 · 2022: 4 · 2021: 4 · 2020: 1 · 2019: 3 · 2018: 4 · 2017: 1 · 2016: 1
- FWCI
- 13.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Children and Youth Services Review (publishedVersion)
- RePEc: Research Papers in Economics (submittedVersion)
- Topics
- Social Sciences › Education › Education Discipline and Inequality
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- teacher professional development, classroom management, one-on-one coaching, urban school systems, intervention dosage
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