Comparing Classroom Management Training in an Online and Face-to-Face Format

• In Event: Friday Roundtable Session 9:45 am
  In Roundtable Session: Improving Classroom Management of Teachers and Paraeducators (Table 8)

Abstract

The purpose of this mixed methods study was to investigate a post Covid-19 classroom management training (called the Behavior Academy) provided to teachers two different formats (face-to-face, District A) and (synchronous online, District B) to ameliorate the increased behaviors students in grades pre-kindergarten to second grade exhibited. The results suggested the following: (a) the training improved aspects of each teacher’s classroom management practices in both formats, (b) the training improved aspects of the students’ brain development in both formats, (c) the face-to-face format had a greater impact on teacher self-efficacy and student brain development than the online training, (d) teachers view of their practices improved as a result of the training, (e) common issues with teacher behavior interventions were identified.

Authors

• Kent A. Divoll, University of Houston - Clear Lake

• KeyShawn Battle, Fueling Brains

• Michelle L. Peters, University of Houston - Clear Lake