Supporting Rural Educators' Implementation of Proactive Classroom Management: A Professional Development Study

• In Event: Analyzing Policies and Supporting Teachers in Selecting and Implementing Proactive Classroom Management Strategies

Abstract

Proactive classroom management is described as the collective use of teacher instructional practices and is associated with positive outcomes for students and teachers. Yet, teachers may have limited knowledge of practices to support implementation. This study investigated the impact of a multi-component training package on rural novice teachers’ use of evidence-based classroom management strategies and their perceptions of self-efficacy related to classroom management. Five general education teachers from two rural middle schools participated in the study. A single-subject non-concurrent multiple baseline with randomized intervention start point design was used to evaluate the impact of the multi-component training package. The findings showed improvement to teacher use of evidence-based classroom management strategies and their perceptions of self-efficacy.

Authors

• Renee Speight, University of Arkansas at Fayetteville

• Shanna E. Hirsch, Clemson University

• Michael J. Kennedy, University of Virginia