TY - JOUR
T1 - Examining educators’ views of classroom management and instructional strategies
T2 - school-site capacity for supporting students’ behavioral needs
AU - Oakes, Wendy Peia
AU - Cantwell, Emily D.
AU - Lane, Kathleen Lynne
AU - Royer, David J.
AU - Common, Eric Alan
N1 - Publisher Copyright: © 2018, © 2018 Taylor & Francis Group, LLC.
PY - 2020/1/2
Y1 - 2020/1/2
N2 - Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a tiered system districtwide. We examined self-assessments of research-based strategies for 61 middle school educators who participated in school-led professional development, a book study. The purpose was to understand educators’ current views of their knowledge and skills of practices covered. Results suggested educators reported being more knowledgeable and confident in classroom management practices, followed by instructional strategies, and low-intensity strategies. Participants expressed that the book study supported school goals. Limitations and directions for future inquiry are explored.
AB - Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a tiered system districtwide. We examined self-assessments of research-based strategies for 61 middle school educators who participated in school-led professional development, a book study. The purpose was to understand educators’ current views of their knowledge and skills of practices covered. Results suggested educators reported being more knowledgeable and confident in classroom management practices, followed by instructional strategies, and low-intensity strategies. Participants expressed that the book study supported school goals. Limitations and directions for future inquiry are explored.
KW - Classroom management
KW - instructional strategies
KW - low-intensity strategies
KW - professional development
KW - tiered systems of supports
UR - http://www.scopus.com/inward/record.url?scp=85073942327&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85073942327&partnerID=8YFLogxK
U2 - 10.1080/1045988X.2018.1523125
DO - 10.1080/1045988X.2018.1523125
M3 - Article
SN - 1045-988X
VL - 64
SP - 1
EP - 11
JO - Preventing School Failure
JF - Preventing School Failure
IS - 1
ER -