Supporting high school teachers' implementation of evidence-based classroom management practices

被引：31

作者：

Kennedy, Michael J. ^{[1
]}

Hirsch, Shanna Eisner ^{[2
]}

Rodgers, Wendy J. ^{[1
]}

Bruce, Andy ^{[3
]}

Lloyd, John Wills ^{[1
]}

机构：

[1] Univ Virginia, Curriculum Instruct & Special Educ, 327 Bavaro Hall, Charlottesville, VA 22901 USA

[2] Clemson Univ, Dept Educ & Human Dev, Clemson, SC 29631 USA

[3] Lynchburg Coll, Sch Educ Leadership Studies & Counseling, Lynchburg, VA USA

来源：

TEACHING AND TEACHER EDUCATION | 2017年 / 63卷

关键词：

Behavior specific praise; Classroom management; Multimedia; Opportunities to respond; Pre-corrections; Professional development; CONTENT ACQUISITION PODCASTS; BEHAVIOR-SPECIFIC PRAISE; SPECIAL-EDUCATION; PROFESSIONAL-DEVELOPMENT; STUDENT OUTCOMES; KNOWLEDGE; SCIENCE; VOCABULARY; CONSULTATION; INSTRUCTION;

D O I：

10.1016/j.tate.2016.12.009

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teachers who employ practices associated with positive behavior intervention and support (e.g., provide opportunities to respond, behavior specific praise, and pre-corrections) create superior learning environments. In a randomized-controlled trial, we investigated the effects of a multimedia-based intervention called Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV) on high school teachers' implementation of these practices. Direct observations showed that teachers who participated in the CAP-TV condition used significantly more of the practices than those in the control condition and their students were significantly more engaged during class sessions. These findings indicate that multimedia strategies can be used to provide professional development that will help teachers adopt effective teaching practices. (C) 2016 Elsevier Ltd. All rights reserved.

引用

页码：47 / 57

页数：11

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