A Mixed-Methods Evaluation of the Longer-Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools

Autor/inn/en	Leckey, Yvonne; Hyland, Lynda; Hickey, Gráinne; Lodge, Anne; Kelly, Paul; Bywater, Tracey; Comiskey, Catherine; Donnelly, Michael; McGilloway, Sinéad
Titel	A Mixed-Methods Evaluation of the Longer-Term Implementation and Utility of a Teacher Classroom Management Training Programme in Irish Primary Schools
Quelle	In: Irish Educational Studies, 35 (2016) 1, S.35-55 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2016.1147974
Schlagwörter	Mixed Methods Research; Classroom Techniques; Faculty Development; Elementary School Teachers; Student Behavior; Behavior Problems; Program Evaluation; Foreign Countries; Disadvantaged Schools; Teacher Student Relationship; Interaction; Teacher Attitudes; Discipline; Self Efficacy; Randomized Controlled Trials; Followup Studies; Interviews; Child Behavior; Questionnaires; Screening Tests; Ireland; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Klassenführung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Programme evaluation; Programmevaluation; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lehrerverhalten; Disziplin; Self-efficacy; Selbstwirksamkeit; Follow-up studies; Kontaktstudium; Interviewing; Interviewtechnik; Fragebogen; Screening-Verfahren; Irland
Abstract	Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the "Incredible Years Teacher [Classroom Management]" programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n = 217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers' classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01