Promoting Teachers' Implementation of Culturally and Contextually Relevant Class-Wide Behavior Plans

Autor/inn/en	Fallon, Lindsay M.; Cathcart, Sadie C.; DeFouw, Emily R.; O'Keeffe, Breda V.; Sugai, George
Titel	Promoting Teachers' Implementation of Culturally and Contextually Relevant Class-Wide Behavior Plans
Quelle	In: Psychology in the Schools, 55 (2018) 3, S.278-294 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fallon, Lindsay M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22107
Schlagwörter	Culturally Relevant Education; Student Behavior; Behavior Modification; Teachers; Self Evaluation (Individuals); Fidelity; Program Implementation; Feedback (Response); Learner Engagement + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Lehrer; Lehrerin; Lehrende
Abstract	Disproportionality in disciplinary actions for certain racial groups has been well documented for several decades. In an effort to support all students, specifically those who are culturally and linguistically diverse, many have called for adopting a multitiered system of support framework that is considerate of student culture and school context. This framework applies to supporting students' learning and behavior across settings, particularly in the classroom. To bridge existing gaps between theory and practice, this empirical study sought to evaluate whether teachers who self-assessed their own use of culturally and contextually relevant practices would implement a class-wide behavior plan with high levels of implementation fidelity. Results indicated that teachers who engaged in self-assessment and training did implement the plan with high levels of implementation fidelity, particularly when given performance feedback. Additionally, students tended to display slightly higher rates of academic engagement upon consistent implementation of the plan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01