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| Training and Supporting Teachers to Implement Effective Classroom Management Practices |
| Tuesday, June 1, 2004 |
| 12:30 PM–1:50 PM |
| Gardner |
| Area: EDC; Domain: Applied Research |
| Chair: Teri Lewis (University of Oregon) |
| Discussant: Ronnie Detrich (Spectrum Center) |
| Abstract: . |
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| The Use of Real-Time Observation Feedback on Pre-Service Teachers Instructional Behaviors in Elementary Special Education Classroom Settings |
| EMMA J. MARTIN (University of Oregon), Teri Lewis (University of Oregon), Kathy Jungjohann (University of Oregon), Shanna M. Millen (University of Oregon) |
| Abstract: Preservice training for teachers is critical to their development as educators. However, there is variability in the type of training provided and in the type of feedback to preservice teachers receive on their use of instructional practices. This study was designed to evaluate the effectiveness of providing observation, real-time analysis and feedback of specific observation data relevant to teacher-pupil interactions. The participants, graduate students in the special education teacher licensure program at the University of Oregon, were observed weekly by their supervisors and provided instantaneous (visual) and delayed (printed) performance feedback and follow-up recommendations on the variable used to measure specific program competencies. The content of feedback will be described and differences in student performance based on type of feedback will be presented. Results from this project have implications for teacher preparation programs attempting to ensure that pre-service teachers exit with effective instructional skills. Additionally, recommendations for additional research proposals will be discussed. |
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| The Classroom Check-up: a Brief Intervention to Reduce Student Problem Behaviors through Classroom Teaching Practices |
| WENDY REINKE (University of Oregon), Teri Lewis (University of Oregon) |
| Abstract: Classrooms play a pivotal role in the lives of children. Providing teachers with feedback and assistance to maintain and strengthen effective classroom environments is a necessary component to any school-wide system for student success. The purpose of the present study was to develop and implement a classroom assessment intervention, entitled the Classroom Check-up (CCU), that provides teachers with feedback and support. The CCU offers feedback to teachers on several domains, (a) presentation of curriculum and instruction, (b) proactive classroom management, (c) teacher-student interactions, and (d) classroom ecology. The feedback process consists of structured information sharing, culminating in a menu of options for creating positive classroom change. Using a multiple baseline design the following research questions were addressed: (1) Does a functional relationship exist between the implementation of the CCU and the fidelity of implementation of classroom management strategies (i.e., praise ratios, opportunities to respond, reprimands)? (2) Does the use of visual performance feedback enhance the relationship between the CCU and the fidelity of implementation of classroom management strategies? (3) Does a functional relationship exist between the CCU and a change in the occurrence of targeted student behaviors (i.e., number of disruptive behaviors, number of correct compliance responses, classroom academic engagement)? |
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| The Relation Between Problem Behavior, Achievement, and Teacher Distribution of Attention |
| KATHERINE FALK (Peabody College of Vanderbilt University), Joseph H. Wehby (Peabody College of Vanderbilt University) |
| Abstract: Recent evidence has begun to suggest that the distribution of teacher attention toward students may be influenced by the function of student problem behavior. However, previous research has been limited to utilizing only one measure of teacher behavior as well as omitting measures of achievement. The purpose of this study was to determine the relation between the identified function of problem behavior, student reading performance, and the distribution of different types of teacher behavior. Two classrooms for students with emotional and behavioral disorders (EBD) participated in the study. Students and teachers were observed during reading instruction, and a standardized reading test was administered. Interobserver agreement assessed in 15% of the sessions and averaged 85% (range 84% to 92%) across codes. Results were similar to previous research in that there were consistent patterns of teacher attention across the classrooms that seemed related to the function of student behavior. However, there appeared to be some differences when subtypes of teacher attention were analyzed. In addition, there were consistent patterns of teacher attention within classrooms with regard to reading achievement. Results are discussed in terms of functional assessments and teacher interaction patterns. |
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