Classroom Management Practices Commonly Used by Secondary School Teachers: Results from a Queensland Survey

Autor/inn/en	Hepburn, Lorna; Beamish, Wendi; Alston-Knox, Clair L.
Titel	Classroom Management Practices Commonly Used by Secondary School Teachers: Results from a Queensland Survey
Quelle	In: Australian Educational Researcher, 48 (2021) 3, S.485-505 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hepburn, Lorna) ORCID (Beamish, Wendi) ORCID (Alston-Knox, Clair L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00402-y
Schlagwörter	Classroom Techniques; Secondary School Teachers; Prevention; Behavior Problems; Expectation; Learner Engagement; Professional Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Klassenführung; Prävention; Vorbeugung; Expectancy; Erwartung; Ausland; Australien
Abstract	A preventative approach to classroom management is associated with increases in student engagement and improved teacher well-being. However, research indicates that many teachers use predominantly reactive practices, aimed at controlling student behaviour. Queensland state secondary school teachers (N = 587) were surveyed about the classroom management practices they most often used to prevent and respond to unproductive student behaviours in their classrooms. Findings indicated that teachers mainly relied on practices to establish expectations, practices from the Essential Skills for Classroom Management professional development resource, and practices which sanction students for behavioural infractions. There were, however, also encouraging indications that teachers try to prevent unproductive behaviour by fostering student engagement in learning activities while addressing misbehaviour in low-key ways. Implications for pre-service teacher preparation and ongoing professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01