Literaturnachweis - Detailanzeige
| Autor/inn/en | Hirsch, Shanna E.; Lloyd, John Wills; Kennedy, Michael J. |
|---|---|
| Titel | Professional Development in Practice: Improving Novice Teachers' Use of Universal Classroom Management |
| Quelle | In: Elementary School Journal, 120 (2019) 1, S.61-87 (27 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| Schlagwörter | Beginning Teachers; Classroom Techniques; Faculty Development; Teacher Workshops; Elementary School Teachers; Teacher Effectiveness; Discipline |
| Abstract | Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers' practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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