Literaturnachweis - Detailanzeige
| Autor/inn/en | Grasley-Boy, Nicolette; Gage, Nicholas A.; MacSuga-Gage, Ashley S. |
|---|---|
| Titel | Multitiered Support for Classroom Management Professional Development |
| Quelle | In: Beyond Behavior, 28 (2019) 1, S.5-12 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1074-2956 |
| DOI | 10.1177/1074295618798028 |
| Schlagwörter | Classroom Techniques; Faculty Development; Program Implementation; Data Collection; Positive Behavior Supports; Skill Development; Progress Monitoring; Feedback (Response); Teacher Evaluation; Elementary School Teachers; Classroom Observation Techniques |
| Abstract | Quality professional development (PD) can be a great benefit to teachers who need help with classroom management implementation. PD programs have better outcomes when there is follow-up after skill instruction. Providing PD within a multitiered support (MTS) framework can make PD delivery more efficient for schools. We describe an MTS-PD program and its empirical support. We also provide specific recommendations for developing an MTS-PD implementation team, data collection systems, and classroom management skills for training. (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 | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
