Literaturnachweis - Detailanzeige
Autor/inn/en | Hopman, Juliette A. B.; van Lier, Pol A. C.; van der Ende, Jan; Struiksma, Chris; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; Tick, Nouchka T. |
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Titel | Impact of the Good Behavior Game on Special Education Teachers |
Quelle | In: Teachers and Teaching: Theory and Practice, 24 (2018) 4, S.350-368 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1354-0602 |
DOI | 10.1080/13540602.2017.1379389 |
Schlagwörter | Teacher Education; Educational Games; Classroom Techniques; Special Education Teachers; Teacher Burnout; Symptoms (Individual Disorders); Self Efficacy; Teacher Behavior; Special Schools; Emotional Disturbances; Behavior Problems; Experimental Groups; Control Groups; Faculty Development; Positive Reinforcement; Well Being; Adolescents; Foreign Countries; Intervention; Measures (Individuals); Regression (Statistics); Randomized Controlled Trials; Pretests Posttests; Statistical Analysis; Netherlands; Maslach Burnout Inventory Lehrerausbildung; Lehrerbildung; Educational game; Lernspiel; Klassenführung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Burnout-syndrom; Burnout; Burnout-Syndrom; Psychiatrische Symptomatik; Self-efficacy; Selbstwirksamkeit; Teacher behaviour; Lehrerverhalten; Special school; Sonderschule; Gefühlsstörung; Well-being; Wellness; Wohlbefinden; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Messdaten; Regression; Regressionsanalyse; Statistische Analyse; Niederlande |
Abstract | This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems, at the start and end of the school year. Schools were randomly assigned to the experimental condition or a care-as-usual condition. Results show that the program impacted beneficially on self-reported levels of emotional exhaustion, and self-efficacy in engaging students and in classroom management, but not on teaching behaviors. Implications of this study for the professional development of teachers in special education and research are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |