Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 6 |
Descriptor
Source
Grantee Submission | 1 |
Journal of Emotional and… | 1 |
Journal of Positive Behavior… | 1 |
Kairaranga | 1 |
McGill Journal of Education | 1 |
Society for Research on… | 1 |
Author
Keith C. Herman | 3 |
Lori Newcomer | 3 |
Melissa Stormont | 3 |
Wendy M. Reinke | 3 |
Kathleen King | 2 |
Ze Wang | 2 |
Beaumont, Claire | 1 |
Flanagan, Tara | 1 |
Frenette, Éric | 1 |
Gaudreau, Nancy | 1 |
Kurki, Anja | 1 |
More ▼ |
Publication Type
Reports - Research | 6 |
Journal Articles | 5 |
Education Level
Elementary Education | 6 |
Grade 1 | 6 |
Grade 2 | 6 |
Early Childhood Education | 5 |
Primary Education | 5 |
Grade 3 | 4 |
Kindergarten | 3 |
Grade 4 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
Grade 7 | 1 |
More ▼ |
Audience
Location
Canada | 1 |
New Zealand | 1 |
Texas | 1 |
Laws, Policies, & Programs
Assessments and Surveys
Maslach Burnout Inventory | 1 |
Teacher Efficacy Scale | 1 |
What Works Clearinghouse Rating
Oxley, Margaret – Kairaranga, 2020
As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently…
Descriptors: Program Effectiveness, Teacher Attitudes, Workshops, Classroom Techniques
Wendy M. Reinke; Melissa Stormont; Keith C. Herman; Ze Wang; Lori Newcomer; Kathleen King – Journal of Emotional and Behavioral Disorders, 2014
Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…
Descriptors: Coaching (Performance), Behavior Modification, Behavior Problems, Student Behavior
Wendy M. Reinke; Melissa Stormont; Keith C. Herman; Ze Wang; Lori Newcomer; Kathleen King – Grantee Submission, 2014
Even with the use of effective universal classroom management practices, some students will need additional behavioral supports. However, to translate implementation of new strategies into the classroom, professional development programs need to be adaptive to the complexities teachers face in providing instruction and managing classroom behaviors…
Descriptors: Coaching (Performance), Faculty Development, Behavior Problems, Classroom Techniques
Wendy M. Reinke; Melissa Stormont; Keith C. Herman; Sean Wachsmuth; Lori Newcomer – Journal of Positive Behavior Interventions, 2015
Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…
Descriptors: Student Behavior, Behavior Problems, Behavior Modification, Intervention
Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne – Society for Research on Educational Effectiveness, 2013
The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007,…
Descriptors: Child Behavior, Student Behavior, Behavior Modification, Educational Games
Gaudreau, Nancy; Royer, Égide; Frenette, Éric; Beaumont, Claire; Flanagan, Tara – McGill Journal of Education, 2013
We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive…
Descriptors: Foreign Countries, Classroom Techniques, Faculty Development, Elementary School Teachers