Literaturnachweis - Detailanzeige
| Autor/inn/en | Garwood, Justin D.; Harris, Alene H. |
|---|---|
| Titel | Screencast-Delivered Professional Development Targeting Teachers' Self-Efficacy and Beginning-of-the-Year Classroom Management Practices |
| Quelle | In: Australasian Journal of Special and Inclusive Education, 44 (2020) 1, S.60-72 (13 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2515-0731 |
| Schlagwörter | Tutorial Programs; Computer Mediated Communication; Electronic Learning; Faculty Development; Self Efficacy; Classroom Techniques; Special Education Teachers; Program Effectiveness; Correlation |
| Abstract | Classroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers' classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = 0.41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included. (As Provided). |
| Anmerkungen | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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