The Development and Effects of the Professional Development Program for School-Wide Positive Behavior Support Leadership Team in Special Schools：Focused on Teacher-Efficacy, Classroom Management Skill, and Teachers’ Interaction Behaviors

Despite the overall success of Schoolwide Positive Behavior Support, there is evidence teachers do not effectively utilize Schoolwide Positive Behavior Support features in the classroom. Classrooms are important systems within a Schoolwide Positive Behavior Support framework as this is the location within the school that students spend the majority of their time. This is especially important for students with emotional and behavioral disorders as teacher proficiency with classroom management affects the progression and malleability of the disorder. The purpose of this study was to examine the use of a manualized classroom management program to improve classroom atmosphere and teacher use of classroom management practices within schools already utilizing Schoolwide Positive Behavior Support with fidelity. Results suggest significant improvements in teacher use of certain classroom practices (e.g., praise) and classroom systems. Strengths and limitations of the study are presented along with implications for research and practice.

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Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

Lublin Studies in Modern Languages and Literature ◽

10.17951/lsmll.2019.43.4.115-125 ◽

2019 ◽

Vol 43 (4) ◽

pp. 115

Author(s):

Ruba Fahmi Bataineh ◽

Lubna Ahmad Shawish ◽

Mohammad Khalid Al-Alawneh

Keyword(s):

Professional Development ◽

Classroom Management ◽

Instructional Practices ◽

Teacher Professional Development ◽

Development Program ◽

Professional Development Program ◽

Efl Teachers ◽

Before And After ◽

Teacher Professional ◽

The Way

This study examines the potential effect of Shaping the Way We Teach English, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, and reflection, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter. The study concludes with pedagogical implications and recommendations for further research.

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Screencast-Delivered Professional Development Targeting Teachers’ Self-Efficacy and Beginning-of-the-Year Classroom Management Practices

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2020.3 ◽

2020 ◽

Vol 44 (1) ◽

pp. 60-72

Author(s):

Justin D. Garwood ◽

Alene H. Harris

Keyword(s):

Professional Development ◽

Special Education ◽

Classroom Management ◽

Special Education Teachers ◽

Self Efficacy ◽

Management Practices ◽

Development Program ◽

Professional Development Program ◽

Future Directions ◽

School Year

AbstractClassroom management remains one of the greatest challenges for teachers. In this study, with 52 general and special education teachers, we examined the effectiveness of a screencast-delivered professional development program focused on classroom management practices in the first 3 days of school. Results suggest that after participating in the program, teachers report a positive change to the start of their school year across 12 different areas. Further, teachers’ classroom management self-efficacy increased significantly after completing the program, and there was a significant correlation (r = .41) between increases in classroom management self-efficacy and rate of implementation of new practices. Implications for practitioners and future directions for research are included.

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