Literaturnachweis - Detailanzeige
| Autor/inn/en | Nagro, Sarah A.; Hirsch, Shanna E.; Kennedy, Michael J. |
|---|---|
| Titel | A Self-Led Approach to Improving Classroom Management Practices Using Video Analysis |
| Quelle | In: TEACHING Exceptional Children, 53 (2020) 1, S.24-32 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Nagro, Sarah A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0040-0599 |
| DOI | 10.1177/0040059920914329 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Classroom Techniques; Video Technology; Classroom Observation Techniques; Faculty Development; Beginning Teachers; Self Management; Evidence Based Practice; Reflective Teaching |
| Abstract | Strong classroom management may be the key to finding success as a new teacher. Yet many teachers seek additional professional development in managing classrooms that include students with disabilities. The purpose of this article is to provide new teachers and teacher educators with a prescriptive yet self-led approach to systematically improving classroom management practices using a sequential video analysis process. This article outlines an easy-to-follow four-step process that teachers can use to record, review, reflect on, and revise their instruction. A checklist of evidence-based classroom management strategies with video exemplar links, a free online observation tool called the Classroom Teaching Scan, and a guide for self-reflection called the Reflection Matrix are all explained. Through this highly structured yet self-led approach, teachers can independently engage in noticing elements of teaching, identify their own areas of strength and weakness, reflect in a meaningful way, and implement evidence-based classroom management practices. (As Provided). |
| Anmerkungen | SAGE Publications. 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 | 2024/1/01 |
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