Literaturnachweis - Detailanzeige
| Autor/inn/en | Nadeau, Marie-France; Massé, Line; Verret, Claudia; Gaudreau, Nancy; Lagacé-Leblanc, Jeanne |
|---|---|
| Titel | Class-Wide Behaviour Management Practices Reported by Pre-and Elementary School Teachers: Relations with Individual and Contextual Characteristics |
| Quelle | In: McGill Journal of Education, 57 (2022) 2, S.136-159 (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0024-9033 |
| Schlagwörter | Student Behavior; Classroom Techniques; Preservice Teachers; Elementary School Teachers; Teacher Characteristics; Foreign Countries; Prosocial Behavior; Behavior Modification; Canada |
| Abstract | This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales [alpha] = 0.70 to 0.90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance. (As Provided). |
| Anmerkungen | McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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