Multitiered Support Framework for Teachers’ Classroom-Management Practices
Multitiered Support Framework for Teachers’ Classroom-Management Practices
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教师课堂管理实践的多层次支持框架
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
G. Sugai
中科院分区：
文献类型：
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作者：
Brandi Simonsen;Ashley S. Macsuga;Donald E. Briere;Jennifer Freeman;Diane Myers;Terrance M. Scott;G. Sugai
许多教师进入这一领域时没有接受过足够的课堂管理培训，并且在他们的职业生涯中不断遇到挑战。因此，校本领导需要一个多层支持（MTS）框架来(a)为所有教师提供课堂管理方面的培训（第1层），(b)确定需要额外帮助的教师（普遍筛选），(c)支持已确定的教师（第2层和第3层），以及(d)继续监测教师的课堂管理以调整（即加强或减弱）支持。在本文中，我们描述了MTS连续干预和评估的关键特征，并提出了一个案例研究，以说明四名中学教师实施该框架的一些组成部分。
Many teachers enter the field without sufficient training in classroom management and continue to experience challenges throughout their careers. Therefore, school-based leaders need a multi-tiered support (MTS) framework to (a) provide training to all teachers in classroom management (Tier 1), (b) identify teachers who require additional assistance (universal screening), (c) support the identified teachers (Tiers 2 and 3), and (d) continue to monitor teachers’ classroom management to adjust (i.e., intensify or fade) supports. In this article, we describe key features of the MTS continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.