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Administrators' Perceptions of the Impact of Emotional Trauma on Students' Academic Success: A Multiple Case Study
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Christina Elizabeth White – ProQuest LLC, 2021
Emotionally traumatized students who display disorderly behavior have difficulty academically, emotionally, and socially in school. The purpose of this study was to explain principals' and assistant principals' perspectives on the impact emotional trauma has on students' academic success. The problem is teachers lack the knowledge and skills to…
Descriptors: Principals, Assistant Principals, Administrator Attitudes, Trauma
Using Collaborative Inquiry to Examine Equity-Linked Problems of Practice
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Grudnof, Lexie; Haigh, Mavis; Jackson, Claire; Passfield, Paula – set: Research Information for Teachers, 2018
The focus on teacher inquiry to enhance student learning is a key feature of "The New Zealand Curriculum" and in New Zealand's approach to teacher professional learning. This article examines how a collaborative inquiry team comprising two teachers (one each from two Auckland primary schools) and a teacher educator used inquiry to…
Descriptors: Assistant Principals, Foreign Countries, Inquiry, Teacher Educators
The Paradox of Teacher Professional Development Programs for Behaviour Management: Comparing Program Satisfaction alongside Changes in Behaviour Management Practices
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Giallo, Rebecca; Hayes, Louise – Australian Journal of Educational & Developmental Psychology, 2007
A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in…
Descriptors: Statistical Significance, Teachers, Faculty Development, Professional Development
Transporting an Evidence-Based Classroom Management Program for Preschoolers with Disruptive Behavior Problems to a School: An Analysis of Implementation, Outcomes, and Contextual Variables
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Shernoff, Elisa Steele; Kratochwill, Thomas R. – School Psychology Quarterly, 2007
The transportability of an evidence-based teacher professional development program, the Incredible Years Classroom Management Program, was evaluated. This study compared the impact of two training methods: self-administered videotape modeling (VM) and self-administered videotape modeling plus consultation (VMC) on teachers' use of classroom…
Descriptors: Training Methods, Interpersonal Competence, Classroom Techniques, Behavior Problems