Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

Autor/inn/en	Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.
Titel	Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies
Quelle	In: Remedial and Special Education, 38 (2017) 4, S.222-232 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932516683631
Schlagwörter	Classroom Techniques; Behavior Modification; Behavior Problems; Student Behavior; Elementary School Teachers; Inservice Teacher Education; Preservice Teacher Education; Intervention; Correlation; Online Surveys; Teacher Surveys; Knowledge Level + Suchen Sie Ihr Suchwort? Klassenführung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Korrelation; Wissensbasis
Abstract	Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to be somewhat knowledgeable and to implement somewhat all of the 10 sets of research-based strategies included in the survey. Teachers appeared to be most knowledgeable and more frequently implement prevention practices but less knowledgeable and less frequently implement individualized behavioral intervention strategies. Teachers' reported knowledge was correlated with their reported use of strategies. There was a significant difference in reported knowledge across the two districts. Implications are provided for areas of future research and for using the survey to identify targets for improved pre-service and inservice training and support. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01