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Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector ...
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A USER-CENTERED APPROACH TO THE DEVELOPMENT OF AN ELEARNING PROGRAM FOR CLASSROOM TEACHERS OF STUDENTS WITH DISRUPTIVE CLASSROOM BEHAVIOUR
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Abstract:
Disruptive classroom behaviour (DCB) is highly prevalent and has a highly negative impact. There are evidence-based interventions (EBIs) for DCB, but there are barriers to their use in the inclusive classroom. The objective of this dissertation research was to follow an iterative, user-centred approach in developing an eLearning (i.e., the use of information technology to produce learning materials, teach learners, and manage classrooms) professional development (PD) program for classroom teachers to support them in managing DCB. First, a systematic review and meta-analysis were conducted to understand the extant literature focused on interventions for DCB. Included studies (n = 31) indicated that teachers could successfully implement interventions for DCB in their classrooms. While the reviewed studies indicated consistent positive results, the quality of evidence was low. Second, a needs assessment was conducted to understand classroom teachers’ and stakeholders’ experiences with interventions for DCB. Based on the responses of 15 teachers and 22 stakeholders, participants were aware of many interventions but implemented them inconsistently. An existing program was adapted based on these results, and ASSIST for Disruptive Classroom Behavior was developed based on the results of the first two studies and clinical expertise. Third and finally, usability testing was conducted. The response of 11 classroom teachers and eight stakeholders suggested that the program met the needs of classroom teachers, with high overall ratings for usability and positive qualitative data consistent with the quantitative results. These studies demonstrate following a user-centred approach in developing and testing an eLearning program for classroom teachers of students with DCB. Following this iterative user-centred approach may help reduce barriers to the use of EBIs in the classroom setting.
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Keyword:
classroom teachers; disruptive classroom behaviour; eLearning; professional development; user-centered design
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URL: http://hdl.handle.net/10222/81534
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Oslo Early Education Study, study 2: Impact of a professional development intervention on the quality of caregiver–child interactions. ...
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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Pre-service teachers’ attitudes toward the teaching of Mandarin in South Africa ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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Psychology of Language Teaching: A Brief Review with Sample Studies ...
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SPECIFICS OF SELECTION AND ORGANIZATION OF LEXICAL AND GRAMMATICAL MATERIAL IN PROFESSIONAL TEXTS ...
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| 13 |
Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving
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In: Behavioral Sciences; Volume 12; Issue 2; Pages: 32 (2022)
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| 14 |
Exploring Relationships between Professional Development and Teachers’ Enactments of Project-Based Learning
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In: Education Sciences; Volume 12; Issue 4; Pages: 282 (2022)
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| 15 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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Professional Pathways: Strategies to increase workforce diversity in the Australian library and information sector
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Supporting English Language Learners: Preparing Content Area Teachers to Promote Academic Achievement among Culturally and Linguistically Diverse Learner Populations.
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In: Culminating Experience Projects (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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Valuing the local within the global: A discourse analysis of professional development in a U.S.-Kurdish transnational university partnership
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In: Journal of Global Education and Research (2022)
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