Classroom management practices commonly used by secondary school teachers: results from a Queensland survey
| Autor: | Lorna Hepburn, Wendi Beamish, Clair L. Alston-Knox |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
Classroom management
Medical education 05 social sciences Professional development 050301 education Educational psychology Student engagement Education School teachers Teacher preparation Resource (project management) 0501 psychology and cognitive sciences Psychology 0503 education 050104 developmental & child psychology |
| Zdroj: | The Australian Educational Researcher. 48:485-505 |
| ISSN: | 2210-5328 0311-6999 |
| DOI: | 10.1007/s13384-020-00402-y |
| Popis: | A preventative approach to classroom management is associated with increases in student engagement and improved teacher well-being. However, research indicates that many teachers use predominantly reactive practices, aimed at controlling student behaviour. Queensland state secondary school teachers (N = 587) were surveyed about the classroom management practices they most often used to prevent and respond to unproductive student behaviours in their classrooms. Findings indicated that teachers mainly relied on practices to establish expectations, practices from the Essential Skills for Classroom Management professional development resource, and practices which sanction students for behavioural infractions. There were, however, also encouraging indications that teachers try to prevent unproductive behaviour by fostering student engagement in learning activities while addressing misbehaviour in low-key ways. Implications for pre-service teacher preparation and ongoing professional development are discussed. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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