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

, Curriculum, Instruction, and Special Education, United States ; , Department of Education and Human Development, United States ; , Curriculum, Instruction, and Special Education, United States ; , School of Education, Leadership Studies, and Counseling, United States ; , Curriculum, Instruction, and Special Education, United States

TATE Volume 63, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

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.

Citation

Kennedy, M.J., Hirsch, S.E., Rodgers, W.J., Bruce, A. & Lloyd, J.W. (2017). Supporting high school teachers' implementation of evidence-based classroom management practices. Teaching and Teacher Education: An International Journal of Research and Studies, 63(1), 47-57. Elsevier Ltd. Retrieved July 18, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.12.009

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