Literaturnachweis - Detailanzeige
| Autor/inn/en | Simonsen, Brandi; MacSuga-Gage, Ashley S.; Briere, Donald E.; Freeman, Jennifer; Myers, Diane; Scott, Terrance M.; Sugai, George |
|---|---|
| Titel | Multitiered Support Framework for Teachers' Classroom-Management Practices: Overview and Case Study of Building the Triangle for Teachers |
| Quelle | In: Journal of Positive Behavior Interventions, 16 (2014) 3, S.179-190 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1098-3007 |
| DOI | 10.1177/1098300713484062 |
| Schlagwörter | Educational Practices; Classroom Techniques; Teacher Education; Inservice Teacher Education; Case Studies; Middle School Teachers |
| Abstract | Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional assistance (universal screening), (c) support the identified teachers (Tiers 2 and 3), and (d) continue to monitor teachers' classroom management to adjust (i.e., intensify or fade) supports. In this article, we describe key features of the MTS continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers. (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 | 2017/4/10 |
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