ERIC Number: EJ1228450
Record Type: Journal
Publication Date: 2019-Sep
Abstractor: As Provided
Professional Development in Practice: Improving Novice Teachers' Use of Universal Classroom Management
Hirsch, Shanna E.; Lloyd, John Wills; Kennedy, Michael J.
Elementary School Journal, v120 n1 p61-87 Sep 2019
Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers' practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed.
Descriptors: Beginning Teachers, Classroom Techniques, Faculty Development, Teacher Workshops, Elementary School Teachers, Teacher Effectiveness, Discipline
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: firstname.lastname@example.org; Web site: http://www.press.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A