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Author: Stephanie Ocwieja
Publisher:
ISBN:
Category : Behavior therapy for children
Languages : en
Pages : 118
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Book Description
"A review of the still-emerging literature surrounding early childhood Positive Behavior Interventions and Supports (PBIS) suggests that certain contextual factors, including teacher demographics and beliefs, can impact the successful implementation, fidelity, and long-term sustainability of PBIS practices within an early childhood program. In conducting the current needs assessment, the stakeholders of a universal 4K program already implementing PBIS wanted to better understand how these factors were related to the teacher perceptions of implementation of PBIS practices across classrooms. In so doing, they could better target professional development and coaching efforts for their staff, and could use this initial survey as a benchmark against which to measure future growth. Overall, the needs assessment identified that early career teachers reported less confidence in their classroom management skills, but that this belief did not appear to impact their perceived levels of PBIS implementation in the classroom. Instead, teacher beliefs about whether or not behavior can be altered by environmental factors and influenced by teachers were more indicative of perceived PBIS implementation levels. By identifying these relationships between educator traits and beliefs, as well as the areas of strength and future growth within the program and among staff groups, recommendations were made so that the program could target specific sub-groups of teachers and support the increase of specific skills or beliefs in their future professional development efforts." -iii-iv
Author: Stephanie Ocwieja
Publisher:
ISBN:
Category : Behavior therapy for children
Languages : en
Pages : 118
Get Book Here
Book Description
"A review of the still-emerging literature surrounding early childhood Positive Behavior Interventions and Supports (PBIS) suggests that certain contextual factors, including teacher demographics and beliefs, can impact the successful implementation, fidelity, and long-term sustainability of PBIS practices within an early childhood program. In conducting the current needs assessment, the stakeholders of a universal 4K program already implementing PBIS wanted to better understand how these factors were related to the teacher perceptions of implementation of PBIS practices across classrooms. In so doing, they could better target professional development and coaching efforts for their staff, and could use this initial survey as a benchmark against which to measure future growth. Overall, the needs assessment identified that early career teachers reported less confidence in their classroom management skills, but that this belief did not appear to impact their perceived levels of PBIS implementation in the classroom. Instead, teacher beliefs about whether or not behavior can be altered by environmental factors and influenced by teachers were more indicative of perceived PBIS implementation levels. By identifying these relationships between educator traits and beliefs, as well as the areas of strength and future growth within the program and among staff groups, recommendations were made so that the program could target specific sub-groups of teachers and support the increase of specific skills or beliefs in their future professional development efforts." -iii-iv
Author: Rebecca Rose Lutonsky
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 42
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Book Description
The researcher in this study investigated how preschool teachers' beliefs about teaching practice, children, and discipline and behavior management related to the preschool teachers' level of education, type of teaching certification, years of teaching experience, and race. The method consisted of each preschool teacher completing the Teacher Belief Q-Sort (TBQ), either in an online format, or by using a paper and pencil form of the measure. The TBQ was chosen to reduce preschool teacher bias by having teachers rank order their priorities concerning their teaching practices. The data were the teachers' rank-ordered responses to the TBQ measure. The data were analyzed using Chronbach alpha statistical analysis techniques. The results indicated low internal consistency among the various types of teacher beliefs. The researcher concluded social desirability may be one reason internal consistency was low. Additionally, regional cultural differences in how preschool teachers approach behavior management could be a factor. Preschool teachers who participated in this study reside in the southern region of the United States. Many adults in this area of the country hold traditional values for how children should be treated, especially in regards to how they should be disciplined and punished. These traditional values sometimes clash with research findings on the types of adult-child interactions foster optimal child development. It is possible the preschool teachers in this study held some more "progressive, enlightened" beliefs about the practice of teaching and how to treat children regarding discipline and behavior management. However, these preschool teachers may also have held traditional beliefs, which resulted in wide variability to item answers on a scale measuring these types of beliefs. Furthermore, preschool teachers may have answered some items honestly and other items in a way which makes them look favorably to funding or licensing agencies. The researcher further concluded that besides the existing data on the TBQ, additional research with the TBQ is needed to establish the measure's internal consistency, reliability, and validity.
Author: Thomas David Knestrict
Publisher: Peter Lang Incorporated, International Academic Publishers
ISBN: 9781433155604
Category : Education
Languages : en
Pages : 0
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Book Description
Controlling Our Children: Hegemony and Deconstructing the Positive Behavioral Intervention Support Model represents the first steps in a protest movement. It is a microscopic look into a system that educators take for granted as a positive force for children. In a thorough and detailed fashion, Thomas David Knestrict deconstructs the troubling history, development, and eventual embrace of a ubiquitous system of control that our public schools and government now mandate for use. Knestrict uses a powerful social justice lens to reconstruct the framework of a more responsive and just system of supports that result in autonomy, not scripted control. Controlling Our Children is perfect for pre-service teachers learning how to manage a classroom that fosters autonomy and an internal locus of control. It is also a perfect book for a graduate-level course in discipline discourse or disability studies. This book is for anyone who is at all worried about imposed systems of control that hinder the development of free will, freedom of choice, and personal autonomy in an age of false news, political manipulation, and control.
Author: Ann K. Boggiano
Publisher: Cambridge University Press
ISBN: 9780521322201
Category : Education
Languages : en
Pages : 312
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Book Description
Achievement and Motivation was originally published in 1993. It provides a comprehensive review of research conducted on the topic in the late 1980s and early 1990s. Most particularly, it focuses on the research of those in the field who tackle the issue from a social-developmental perspective.
Author: Mary McLean
Publisher: Pearson Higher Ed
ISBN: 0133388166
Category : Education
Languages : en
Pages : 459
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Book Description
This title is only available as a loose-leaf version with Pearson eText. Revered expert authors Mary McLean, Mary Louise Hemmeter, and Patricia Snyder have written an indispensable text for the early childhood educator with Essential Elements for Assessing Infants and Preschoolers with Special Needs. Filled with the most vital information about the best evidence-based practices for use in assessment of young children with special needs, this elemental resource guides the development of its audience–future educators of the very young–preparing them with the necessary skills to successfully carry-out assessment of young children with disabilities, age birth through five. Carefully articulated and crafted in a clearly organized way, the twelve chapters that comprise this new entry to the field will provide its readers with the elements, the research, the application, and more. A strong overview and importance of assessment in EI/ECSE begins this practical new text, as assessment models and methods are presented, and assessing early learning environments is explored. Diversity, cultural competence, and assessment are key components to the text. The authors also address assessing language and communication, social competence and play skills, early academic skills, adaptive skills, motor skills, the functional assessment of challenging behaviors, and monitoring child progress. The text concludes with evidence-based practices in assessment. 0133399885 / 9780133399882 Essential Elements for Assessing Infants and Preschoolers with Special Needs, Loose-Leaf Version with Pearson eText -- Access Card Package consists of: 0132757079 / 9780132757072 Essential Elements for Assessing Infants and Preschoolers with Special Needs Loose Leaf Version 0133397963 / 9780133397963 Essential Elements for Assessing Infants and Preschoolers with Special Needs, Pearson eText -- Access Card
Author: Joanna Grace Phillips
Publisher: Routledge
ISBN: 1000426777
Category : Education
Languages : en
Pages : 177
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Book Description
Growing Children’s Social and Emotional Skills examines how parent–educator partnerships can be achieved to enhance the development of children’s social and emotional skills. The book presents the TOGETHER programme, a training programme that emphasises the importance of the relationship between caregivers and teachers with the children in their care, as well as deepening the collaborative partnerships between teachers, educators and caregivers. Using a case study approach, the book explores the application of the TOGETHER programme across various home and early childhood education contexts through the unique voices of those involved. The TOGETHER programme presented in this book is: • Easy to implement and adaptable, requiring minimal training time for parents, teachers and educators • Designed to emphasise the importance of relationships in developing children’s social and emotional skills • Supported by photocopiable resources and a downloadable e-manual that can be used to implement the training With the vision to empower caregivers to take an active role in building children’s social and emotional competence, this book is written in a way that will appeal to academic researchers and tertiary students, early childhood educators and other caregivers. It will assist in recognising children’s strengths and deepening collaborative partnerships between families, educators and other caregivers.
Author: Elizabeth A. Steed
Publisher: Brookes Publishing Company
ISBN: 9781598572070
Category : Education
Languages : en
Pages : 0
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Book Description
A comprehensive tool that assesses program-wide PBIS in all types of early childhood settings, PreSET? uncovers the full picture of PBIS through classroom observations and interviews. An ideal way to target quality improvement efforts and determine profes
Author: Patricia A. Scully
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 116
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Book Description
Author: Zimmerman, Aaron Samuel
Publisher: IGI Global
ISBN: 1668484099
Category : Education
Languages : en
Pages : 433
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Book Description
The possibilities of the virtual age can provide many valuable resources and opportunities for teachers, preservice teachers, and teacher educators. However, in order to utilize these resources responsibly and productively, the researchers and practitioners of teaching and teacher education must better understand the new potentials and pitfalls related to teaching and learning that are present within the virtual age. The Handbook of Research on Advancing Teaching and Teacher Education in the Context of a Virtual Age focuses on the recent innovations in teaching and teacher educations as well as innovations in the curriculum and pedagogy of teacher education. It deepens discussions related to how teacher education can address educational possibilities within this digital age. Covering topics such as learning material adaptation, teacher talent pipelines, and metaverse, this major reference work is a comprehensive resource for administrators and educators of both K-12 and higher education, teacher educators, pre-service teachers, government officials, librarians, researchers, and academicians.
Author: Penny Elaine Warner
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
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Book Description
