Benefits and Barriers to the Embedding and Sustainability of IYT Knowledge and Strategies after Facilitator Support Has Ceased

Autor/in	Oxley, Margaret
Titel	Benefits and Barriers to the Embedding and Sustainability of IYT Knowledge and Strategies after Facilitator Support Has Ceased
Quelle	In: Kairaranga, 21 (2020) 1, S.36-49 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1175-9232
Schlagwörter	Program Effectiveness; Teacher Attitudes; Workshops; Classroom Techniques; Barriers; Foreign Countries; Special Needs Students; Faculty Development; Behavior Modification; Positive Behavior Supports; Student Behavior; Culturally Relevant Education; Sustainability; Elementary School Teachers; Secondary School Teachers; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Competencies; New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lernwerkstatt; Schulung; Klassenführung; Ausland; Sonderpädagogischer Förderbedarf; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Nachhaltigkeit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lehrkunst; Neuseeland
Abstract	As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently and continuously used, embedded and sustained in classroom practice. Sixteen teachers who had completed the IYT programme participated in an online survey and two of these participated in a follow-up interview. Thirteen participants reported that they found workshop attendance to be beneficial and 92% stated they were confident in using the strategies. However, the survey results showed that most used only some of the strategies in their classroom practice and that there was a decline in their use through time. Potential barriers to use related to a lack of support once the workshops had been completed. The results suggest that teachers would benefit from continued support from their IYT facilitators after the programme has been completed. Implications of the inquiry findings for teachers, IYT facilitators and policy makers are discussed. (As Provided).
Anmerkungen	Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: kairaranga@massey.ac.nz; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01