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The feasibility and accessibility of classroom behavior management strategies presented in a professional development workshop for middle school teachers.
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Billups, Andrew. The feasibility and accessibility of classroom behavior management strategies presented in a professional development workshop for middle school teachers. Retrieved from https://doi.org/doi:10.7282/t3-67a0-4e25

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TitleThe feasibility and accessibility of classroom behavior management strategies presented in a professional development workshop for middle school teachers.
NameBillups, Andrew (author); Lekwa, Adam (chair); Shahidullah, Jeffrey (co-chair); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2020
Other Date2020-08 (degree)
SubjectSchool Psychology
Extent1 online resource (viii, 87 pages)
DescriptionThis study investigated the feasibility and acceptability of a behavior management training for middle school teachers; examining the barriers present when teachers implemented behavior management strategies in their classroom and their perceived improvements in behavior management implementation. A single session workshop was conducted for 11 teachers, which was followed by a four-week implementation period. Teachers completed three surveys (Pre-training survey, Post-training survey, and Follow-up survey) that gathered information on the current status of teachers’ behavior management usage, barriers to implementation, perceived growth, effectiveness of training and changes in behavior management application. In addition, teachers completed weekly logs to monitor strategies used during the implementation period. Six of the 11 teachers participated in an in-depth follow-up phone interview to examine teachers’ views on how accessible or applicable the information provided was to their classroom. The research indicated that teachers were interested in more trainings on behavior management with a focus on high levels of participant interaction, with a variety of examples of how to manage different student behaviors. Teachers reported a perceived improvement in ability when implementing behavior management strategies and increased awareness of planning prior to class when dealing with disruptive behaviors after attending the professional training. Data also revealed that teachers were more interested in foundational behavior management skills (e.g., proximity control, praise, behavioral momentum...etc.) than full intervention when implementing strategies in their classroom.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-67a0-4e25
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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