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Teachers’ views on the acceptability and implementation of the Incredible Years ® Teacher Classroom Management programme in English (UK) primary schools from the STARS trial
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Effective Classroom Management in English as a Foreign Language Classroom
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In: PAROLE: Journal of Linguistics and Education; Vol 12, No 1 (2022): Volume 12 Number 1 April 2022; 91-102 ; 23380683 ; 2087-345X (2022)
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The Influence of Building Positive Student-Teacher Relationships on Classroom Management in a South Carolina High School: A Phenomenological Study
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In: Doctoral Dissertations and Projects (2021)
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Facilitators and Barriers of Teachers’ Use of Effective Classroom Management Strategies for Students with ADHD: A Model Analysis Based on Teachers’ Perspectives
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In: Sustainability ; Volume 13 ; Issue 22 (2021)
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How Do We Know What We Know About Teaching Students from Low-Income and Other Minoritized Cultural Communities?
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Enhancing Classroom Management Skills: Efficacy of a Supplemental Multi-Platform Intervention for Preservice Teachers
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In: Excelsior: Leadership in Teaching and Learning (2021)
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An experimental evaluation of the introduction of Bodyfurn chairs on on-task and disruptive behaviour in the classroom
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The Effects of Systematic Manipulation of Reinforcement Within a Classroom Management System
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In: Theses and Dissertations--Early Childhood, Special Education, and Counselor Education (2021)
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Abstract:
Research suggests that best practice is for teachers to incorporate evidence-based classroom management strategies into their daily routines to improve student behavior. One aspect crucial to evidence-based practices is the rate at which teachers deliver reinforcement. Though research recommends reinforcement be provided frequently within classroom management systems (Robacker et al., 2016), no objective recommendation exists that assists teachers in delivering it systematically. In this study, a single case withdrawal design was used to analyze the effects of the systematic delivery of reinforcement within ClassDojo on the off-task behavior of three students in a fifth-grade general education classroom. The participating teacher also rated the acceptability and feasibility of the intervention. Findings suggest the intervention was successful in decreasing the off-task behavior of the participating students and that the intervention had high social validity. Implications and limitations of implementation within the classroom are discussed.
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Keyword:
ClassDojo; Classroom management; Curriculum and Instruction; Elementary Education; Off-Task Behavior; Reinforcement; Token Economy
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URL: https://uknowledge.uky.edu/edsrc_etds/99 https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1109&context=edsrc_etds
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Teaching Social Studies to Social Justice and Equity Through the Lens of ELL Students
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In: Master's of Arts in Teaching (MAT) Action Research (2021)
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(Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School
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Design and Evaluate the Factors for Flipped Classrooms for Data Management Courses
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In: Author (2020)
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Implementing the Flipped Classroom in an Undergraduate Corporate Finance Course
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In: Publications (2020)
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A measure of classroom management: Validation of a pre-service teacher self-efficacy scale
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In: Research outputs 2014 to 2021 (2020)
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A beginning Chinese teacher’s development of classroom management skills in a Sydney school : an action research project
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Supporting Fidelity of Implementation of Class-Wide Behavioral Interventions
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Indonesian students’ perceived benefits of the micro-teaching course to their teaching internship
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 242-250 (2020) (2020)
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Varying strategies to maximize the effectiveness of ELT: Lessons from training sessions
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In: English Language Teaching Educational Journal, Vol 3, Iss 3, Pp 263-271 (2020) (2020)
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Augmented Input and the Classroom Communication Environment for Learners with Deafblindness
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