scholarly journals The use of electronic feedback to strengthen teacher intervention beliefs, knowledge, attitudes and intentions

2019 ◽  
Author(s):  
◽  
Christa Beverly Diana Copeland
Keyword(s):  
Teacher Perceptions ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Statistical Significance ◽  
Initial Assessment ◽  
Feedback Intervention ◽  
Teacher Supports ◽  
Part Time ◽  
K 12 ◽  
Business As Usual

The present study examined the efficacy and usefulness of an electronically delivered feedback intervention on overall teacher perceptions of classroom-based behavior interventions, implementation behavior and intentions. Participants consisted of 95, full and part-time elementary and secondary teachers across 13, public K-12 educational institutions in Missouri. Following an initial assessment, teachers were randomized to either a feedback intervention condition or control condition (i.e., business-as-usual). Findings indicated that teachers who received the intervention, which consisted of an emailed individualized feedback profile and access to a website with electronic resources, reported significantly increased self-efficacy and perceptions of evidence-based interventions at the 2-month follow-up, compared to teachers assigned to the control condition. Despite the lack of statistical significance across the other measured variables, effect sizes comparable to existing feedback and motivational interviewing literature, were found. Additionally, of the teachers who received the intervention, the majority provided positive feedback about its usefulness and feasibility, and reported being willing to recommend the use of the intervention to others. Limitations and future directions regarding the use of electronically-based teacher supports to enhance classroom behavior management, are discussed.

Videotape Feedback as a Behavior Management Technique

1983 ◽  
Vol 9 (1) ◽  
pp. 55-59 ◽  
Author(s):  
Sharon R. Booth ◽  
Doreen Ward Fairbank
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Self Control ◽  
Management Technique ◽  
Single Subject ◽  
Feedback Intervention ◽  
Task Behavior ◽  
Videotape Feedback ◽  
The Subject ◽  
On Task Behavior

The effectiveness of videotape feedback, as a procedure for increasing on-task behavior in a 9-year-old emotionally disturbed male, was investigated in the present study. The experimental design employed was an ABAB single subject design. Through baseline (A) and intervention (B) phase, 30 minutes of classroom behavior during a structured activity were videotaped at the same time each day. On-task and off-task behaviors from each videotaped session time were rated by trained observers for each experimental phase. The subject did not receive any feedback on his behavior during baseline (A) phases. During intervention (B) phases teacher and subject concurrently viewed a 10-minute sample of the videotape immediately following each daily videotaped session. While observing the videotape the subject recorded his own behavior. Data revealed low rates of on-task behavior during the initial baseline (A) phases. Only after introduction of the videotape feedback intervention (B) phase did the frequency of on-task behavior increase. A decrease in on-task behavior occurred with reinstatement of baseline (A) conditions. Treatment gains were partially recovered during reinstatement of videotape feedback intervention (B). Results of the present study are discussed in terms of the utility of videotape feedback as a classroom behavior management technique. Implications for self-control and further research directions are also proposed.

scholarly journals Using Positive Behavior Role Plays to Prepare Teacher Candidates for the Classroom: An Exercise for Classroom Management

2020 ◽  
Vol 4 (2) ◽  
pp. p145
Author(s):  
Stefanie R. Sorbet ◽  
Candice Dowd Barnes
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
Classroom Environment ◽  
Teacher Candidates ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Teacher Education Programs ◽  
Or Practice ◽  
K 12 ◽  
And Behavior

Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.

Improving practice: Giving voice to the experiences of sexual health education teachers

2021 ◽  
pp. 001789692110296
Author(s):  
Carol A Cummings ◽  
Christine M Fisher ◽  
Rosemary Reilly-Chammat
Keyword(s):  
Health Education ◽  
Sexual Health ◽  
Teacher Perceptions ◽  
Rhode Island ◽  
Sex Education ◽  
Comparative Approach ◽  
Accurate Information ◽  
Sexual Health Education ◽  
Cross Sectional ◽  
K 12

Objective: To explore teachers’ beliefs, experiences and barriers influencing teaching related to sexual health education. Methods, Design and Setting: Descriptive, cross-sectional study design. Rhode Island certified health teachers ( n = 190) completed an online sexual health education survey. Teacher perceptions about the need and benefits of teaching this subject, coverage of essential topics, their experiences and the barriers they faced were gathered. Qualitative questions were analysed using open, axial and selective coding. Constant comparative approach was used to identify themes. Descriptive statistics were used to analyse quantitative items. Results: Findings indicated that 98% of teachers felt that sexual health education should be taught. Less than 50% agreed that coverage for topics identified in the national sexuality education standards for grades K-12 should begin at each grade level. Two common themes – prevention and access to accurate information – emerged as reasons for teaching the subject. Themes generated from teacher experiences revealed the use of a risk reduction approach to sexual health education. Healthy sexual development, gender identity, inclusive education and all components of a comprehensive approach were not identified. Perceived barriers to teaching included teacher comfort, time, parents’ likely responses and lack of training. Conclusion: Findings signal the need for ongoing professional development to broaden teachers’ understanding of comprehensive sex education and address the beliefs and barriers that hinder inclusive and comprehensive teaching approaches. Good quality training in which teachers reflect on their beliefs and develop proficiency in the use of effective pedagogies can strengthen educator capacity and self-efficacy.

scholarly journals Predictors of Receipt of School Services in a National Sample of Youth With ADHD

2018 ◽  
Vol 23 (11) ◽  
pp. 1303-1319 ◽  
Author(s):  
George J. DuPaul ◽  
Andrea Chronis-Tuscano ◽  
Melissa L. Danielson ◽  
Susanna N. Visser
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Individualized Education Program ◽  
National Sample ◽  
Social Impairment ◽  
Educational Support ◽  
School Services ◽  
Students With Adhd ◽  
504 Plan ◽  
Reported Data

Objective: The objective of the study is to describe the extent to which students with ADHD received school-based intervention services and identify demographic, diagnostic, and impairment-related variables that are associated with service receipt in a large, nationally drawn sample. Method: Parent-reported data were obtained for 2,495 children with ADHD aged 4 to 17 years from the National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA). Results: The majority (69.3%) of students with ADHD currently receive one or more school services. Educational support (62.3%) was nearly twice as prevalent as classroom behavior management (32.0%). More than 3 times as many students with ADHD had an individualized education program (IEP; 42.9%) as a Section 504 plan (13.6%). Conclusion: At least one in five students with ADHD do not receive school services despite experiencing significant academic and social impairment, a gap that is particularly evident for adolescents and youth from non–English-speaking and/or lower income families.

scholarly journals Remaking and reinforcing mathematics and technology with programming – teacher perceptions of challenges, opportunities and tools in K-12 settings

2020 ◽  
Vol 37 (5) ◽  
pp. 309-321
Author(s):  
Niklas Humble ◽  
Peter Mozelius ◽  
Lisa Sällvin
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Course Design ◽  
Practical Implication ◽  
Social Implication ◽  
Digital Competence ◽  
Content Type ◽  
Programming Tools ◽  
Challenges And Opportunities ◽  
K 12

PurposeThe purpose of this study is to analyse and discuss K-12 mathematics and technology teachers' perceptions on integrating programming in their teaching and learning activities, and perceptions on different programming tools.Design/methodology/approachThe approach of a case study was used, with data collected from three instances of a professional development programming course for K-12 teachers in mathematics and technology.FindingsThe findings show that there are perceived challenges and opportunities with learning and integrating programming, and with different programming tools. Many teachers perceive programming as fun, but lack the time to learn and implement it, and view different programming tools as both complementary to each other and with individual opportunities and challenges.Practical implicationsThe practical implication of the research is that it can provide guidance for teachers and other stakeholders that are in the process of integrating programming in K-12 education. Further, the research provides useful information on teachers' experiences on working with different programming tools.Social implicationsThe social implication of the research is that the overall aim of the nation-wide integration process might not succeed if the challenges identified in this study are not addressed, which could have negative effects on the development of students' digital competence.Originality/valueThe value of the research is that it identifies important challenges and opportunities for the integration of programming. That is, that many teachers perceive the different programming tools available as complimentary to each other, but are hesitating about what is expected of the integration. Findings could also be valuable for future course design of the teacher professional development.

scholarly journals Relation of teacher self-efficacy and classroom practices: A preliminary investigation

2018 ◽  
Vol 40 (1) ◽  
pp. 25-48 ◽  
Author(s):  
Maria S. Poulou ◽  
Linda A. Reddy ◽  
Christopher M. Dudek
Keyword(s):  
Teacher Perceptions ◽  
Self Efficacy ◽  
Behavior Management ◽  
Management Practices ◽  
Classroom Practices ◽  
Preliminary Investigation ◽  
Individual Characteristics ◽  
Assessment System ◽  
Observation System ◽  
Teachers Perceptions

Teachers’ perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers’ perceptions of self-efficacy and actual classroom practices. The study examined teacher’ perceptions of self-efficacy and actual instructional and behavior management practices using the Classroom strategies assessment system (CSAS), a multidimensional validated observation system. Fifty-eight Greek teachers completed the Teacher sense of efficacy scale (TSES) and were observed using the CSAS by independent observers. Significant differences between teachers’ self-reported self-efficacy and observers’ ratings were found in the domain of instructional strategies. Implications for research, professional development and school psychological practice are discussed.

Managing Behavior or Promoting Engagement?

2019 ◽  
Author(s):  
Jeff Thomas
Keyword(s):  
Behavior Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Well Being ◽  
Student Behaviors ◽  
Student Centered ◽  
Classroom Behavior Management ◽  
Wrong Direction ◽  
Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

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