Effects of Targeted Professional Development on Teachers’ Specific Praise Rates
Effects of Targeted Professional Development on Teachers’ Specific Praise Rates
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有针对性的专业发展对教师具体表扬率的影响
DOI：
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Diane Myers
中科院分区：
文献类型：
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作者：
Brandi Simonsen;Jennifer Freeman;K. Dooley;Eleanor Maddock;Laura Kern;Diane Myers
课堂管理仍然是教育工作者、管理者和政策制定者关心的问题。尽管存在循证课堂管理做法，但教师往往得不到足够的培训和支持，无法成功实施这些做法。学校需要可靠和有效的方式来支持教师的课堂管理。本研究以小学教师为研究对象，采用多重基线设计，探讨目标专业发展(TPD)对教师具体表扬率的影响。TPD是一种结合自我管理和邮件提示的有效方法。我们在第二所小学重复了这项研究，为TPD的有效性提供了额外的证据。在两所学校的教师中，数据支持TPD与教师使用具体表扬的增加之间的功能关系。
Classroom management continues to be a concern for educators, administrators, and policymakers. Although evidence-based classroom management practices exist, teachers often receive insufficient training and support to implement these practices successfully. Schools need reliable and efficient ways to support teachers’ classroom management. This study employed a multiple baseline design across elementary teachers to investigate the effect of targeted professional development (TPD), an efficient approach that incorporated self-management and email prompts, on teachers’ rates of specific praise. We replicated this study at a second elementary school to provide additional evidence of the efficacy of TPD. Across teachers in both schools, data support a functional relation between TPD and an increase in teachers’ use of specific praise.