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Autor/inn/en | Allen, Kate; Hansford, Lorraine; Hayes, Rachel; Allwood, Matthew; Byford, Sarah; Longdon, Bryony; Price, Anna; Ford, Tamsin |
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Titel | Teachers' Perceptions of the Impact of the Incredible Years® Teacher Classroom Management Programme on Their Practice and on the Social and Emotional Development of Their Pupils |
Quelle | In: British Journal of Educational Psychology, 90 (2020), S.75-90 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Allen, Kate) ORCID (Hansford, Lorraine) ORCID (Hayes, Rachel) ORCID (Allwood, Matthew) ORCID (Byford, Sarah) ORCID (Longdon, Bryony) ORCID (Price, Anna) ORCID (Ford, Tamsin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0007-0998 |
DOI | 10.1111/bjep.12306 |
Schlagwörter | Classroom Techniques; Program Effectiveness; Teacher Attitudes; Elementary School Teachers; Foreign Countries; Perspective Taking; Self Efficacy; Interaction; Parent Teacher Cooperation; Student Development; Behavior Problems; Student Behavior; Social Development; Emotional Development; United Kingdom Klassenführung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Zukunftsperspektive; Self-efficacy; Selbstwirksamkeit; Interaktion; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Soziale Entwicklung; Gefühlsbildung; Großbritannien |
Abstract | Background: The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may be an effective way to reduce teacher stress levels, improve child behaviour, and promote positive socio-emotional development. However, few studies have considered what teachers think of the course and how it might work. Aims: In this paper, we examine teachers' perceptions of the impact of the TCM programme and how it might work in the classroom. Sample(s): Forty-four UK primary school teachers who attended the TCM programme as part of the STARS trial (Ford "et al.," 2018, "Psychol. Med.," 49, 828). Methods: Focus groups and interviews were held with teachers two months after completing the TCM programme. Thematic analysis (Braun & Clarke, 2006, "Qual. Res. Psychol.," 3, 77) was employed to explore the subsequent data. Results: Three main themes were identified: impact on the teacher; on children; and on parent-teacher relationships. Impact on the teacher included a positive change in their ethos. Teachers reported being more able to see things from the child's perspective; placing a greater focus on building positive relationships; thinking before responding; feeling calmer, more confident, and in control; and employing strategies to create positive interactions with children. Teachers felt this had had a positive impact on their pupils' development and relationships with parents. Feedback on whether or not TCM was effective in tackling particularly challenging behaviour was more mixed. Conclusions: Our findings suggest that teachers experience the TCM programme as beneficial. This is discussed alongside other qualitative and quantitative studies in this field. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/1/01 |