Using the Staff Sharing Scheme to Support School Staff in Managing Challenging Behaviour More Effectively

Autor/inn/en	Jones, Daniel; Monsen, Jeremy; Franey, John
Titel	Using the Staff Sharing Scheme to Support School Staff in Managing Challenging Behaviour More Effectively
Quelle	In: Educational Psychology in Practice, 29 (2013) 3, S.258-277 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-7363
DOI	10.1080/02667363.2013.820173
Schlagwörter	Educational Psychology; Behavior Problems; Faculty Development; Behavior Modification; Student Behavior; Teacher Collaboration; Case Studies; Peer Influence; Holistic Approach; Problem Solving; Foreign Countries; Questionnaires; Teacher Attitudes; Program Effectiveness; Elementary School Teachers; Interviews; Likert Scales; Statistical Analysis; Teacher Competencies; Models; United Kingdom + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Lehrerkooperation; Case study; Fallstudie; Case Study; Holistischer Ansatz; Problemlösen; Ausland; Fragebogen; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Likert-Skala; Statistische Analyse; Lehrkunst; Analogiemodell; Großbritannien
Abstract	This paper explores how educational psychologists working in a training/consultative way can enable teachers to manage challenging pupil behaviour more effectively. It sets out a rationale which encourages schools to embrace a group based teacher peer-support system as part of regular school development. It then explores the usefulness of the Staff Sharing Scheme as an exemplar of such an approach from the perspective of school based participants. Through a case-study approach, the current findings suggest that group based peer-support programmes help teachers reflect on the causes of disruptive behaviour holistically and subsequently to problem solve in a more coherent manner. This leads to changes in teacher behaviour within the classroom. Issues of time and trust were identified as important obstacles to the potential development of such a scheme within the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10