The Effects of Targeted Professional Development on Teachers' Use of Empirically Supported Classroom Management Practices

Autor/inn/en	Simonsen, Brandi; Freeman, Jennifer; Myers, Diane; Dooley, Kathryn; Maddock, Eleanor; Kern, Laura; Byun, Sang
Titel	The Effects of Targeted Professional Development on Teachers' Use of Empirically Supported Classroom Management Practices
Quelle	In: Journal of Positive Behavior Interventions, 22 (2020) 1, S.3-14 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Simonsen, Brandi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300719859615
Schlagwörter	Faculty Development; Classroom Techniques; Instructional Effectiveness; Prompting; Positive Reinforcement; Self Management; Elementary School Teachers; Student Behavior; Teacher Attitudes; Suburban Schools; Small Group Instruction; Elementary School Students; Sustainability + Suchen Sie Ihr Suchwort? Klassenführung; Unterrichtserfolg; Benutzerführung; Selbstmanagement; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Student behaviour; Schülerverhalten; Lehrerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Nachhaltigkeit
Abstract	Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers' use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers' increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06