1. bookTom 16 (2014): Zeszyt 2 (December 2014)
Informacje o czasopiśmie
License
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski
Otwarty dostęp

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Data publikacji: 11 Mar 2015
Tom & Zeszyt: Tom 16 (2014) - Zeszyt 2 (December 2014)
Zakres stron: 71 - 87
Informacje o czasopiśmie
License
Format
Czasopismo
eISSN
1691-5534
Pierwsze wydanie
04 May 2009
Częstotliwość wydawania
2 razy w roku
Języki
Angielski

Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavior Education, 19, 169–183.10.1007/s10864-010-9107-4Search in Google Scholar

Begeny, J. C., & Martens, B.K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21, 262–285.10.1521/scpq.2006.21.3.262Search in Google Scholar

Brophy, J. E., & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 2–68.10.1086/461712Search in Google Scholar

Brownell, M. T., Smith, S. W., McNellis, J. R., & Miller, M. D. (1997). Attrition in special education: Why teachers leave the classroom and where they go. Exceptionality, 7(3), 143–155.10.1207/s15327035ex0703_1Search in Google Scholar

Capizzi, A. M., Wehby, J. H., & Sandmel, K. (2010). Enhancing mentoring of teacher candidates through consultative feedback on videotaped instructional delivery. Teacher Education and Special Education, 33(3), 191–212.10.1177/0888406409360012Search in Google Scholar

Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693–710.10.1080/01443410802206700Search in Google Scholar

Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1041–1062). Mahwah, NJ: Lawrence Erlbaum Associates.Search in Google Scholar

Frey, A. J., Park, K. L., Browne-Ferrigno, T., & Korfhage, T. L. (2010). The social validity of program-wide positive behavior support. Journal of Positive Behavior Interventions, 12(4), 222–235.10.1177/1098300709343723Search in Google Scholar

Hamill, L. B, & Dever, R. B. (1998). Preparing for inclusion: Secondary teachers describe their professional experiences. American Secondary Education, 27(1), 18–26.Search in Google Scholar

Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behavioral Interventions, 2, 231–233.10.1177/109830070000200407Search in Google Scholar

Housego, B. E. (1990). A comparative study of student teachers’ feelings of preparedness to teach. Alberta Journal of Educational Research, 36, 223–239.Search in Google Scholar

Kennedy, M. J., & Thomas C. N. (2012). Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports. Exceptionality, 20, 1–19.10.1080/09362835.2011.611088Search in Google Scholar

Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review, Fall Edition, 30–35.Search in Google Scholar

Levine, A. (2006). Educating school teachers. Washington, DC: The Education Schools Project.Search in Google Scholar

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146–154.10.1177/10983007060080030301Search in Google Scholar

McIntosh, K., Horner, R. H., Chard, D., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. The Journal of Special Education, 42(3), 131–147.10.1177/0022466907313253Search in Google Scholar

Merrett, F., & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers’ opinions about their initial training with special reference to classroom behavior management. Educational Studies, 19, 91–106.10.1080/0305569930190106Search in Google Scholar

Moore-Partin, T. C., Robertson, R., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Behavior, 54(3), 172–178.10.1080/10459880903493179Search in Google Scholar

National Council on Teacher Quality. (2014). Training our future teachers: Classroom management. Retrieved January 26, 2014, from www.nctq.org/teacherPrepSearch in Google Scholar

Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: National Comprehensive Center for Teacher Quality.Search in Google Scholar

Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 188–199.10.1177/019874291003500301Search in Google Scholar

Oliver, R. M., Wehby, J. H., & Reschly, D. (2011). The effects of teachers’ classroom management practices on disruptive or aggressive student behavior. Retrieved April 6, 2013, from http://campbellcollaboration.org10.4073/csr.2011.4Search in Google Scholar

O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131–1143.10.1016/j.tate.2012.06.008Search in Google Scholar

Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1–13.10.1037/a0022714Search in Google Scholar

Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26, 1261–1268.10.1016/j.tate.2010.03.003Search in Google Scholar

Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128.10.1177/1098300711413820Search in Google Scholar

Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies. Preventing School Failure, 56(2), 129–136.10.1080/1045988X.2011.606440Search in Google Scholar

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.10.1353/etc.0.0007Search in Google Scholar

Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2012). Teacher self-monitoring to increase specific praise rates. Journal of Positive Behavior Interventions. doi: 10.1177/109830071244045310.1177/1098300712440453Search in Google Scholar

Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33(4), 300–318.10.1177/0888406409359905Search in Google Scholar

Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567–584.10.1086/651196Search in Google Scholar

Sugai, G. (2009). School-wide positive behavior support and response to intervention. Retrieved February 12, 2013, from http://www.rtinetwork.org/learn/behaviorsupports/schoolwidebehaviorSearch in Google Scholar

Tillery, A. D., Varjas, K., Meyers, J., & Smith Collins, A. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior, 12(2), 86–102.Search in Google Scholar

Walker, H. M., & Severson, H. H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M., Gresham & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 177–194). Boston: Allyn & Bacon.Search in Google Scholar

Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31(1), 48–63.10.1177/0741932508327466Search in Google Scholar

Polecane artykuły z Trend MD

Zaplanuj zdalną konferencję ze Sciendo