Teacher Perceptions of Classroom Management Programs to Improve Whole-School Measures of Attendance, Disruptive Classroom Behaviors, and Academic Outcomes
2022
- 308Usage
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Metrics Details
- Usage308
- Downloads285
- Abstract Views23
Thesis / Dissertation Description
This qualitative case study explored how the implementation of Capturing Kids’ Hearts (CKH) and Multi-Tiered System of Supports (MTSS) classroom management programs when implemented together affected students and teachers of a Louisiana K-12 school compared with using the Positive Behavior Interventions and Supports (PBIS) program alone. Teachers at the school who had used the PBIS alone and then also used the newly implanted CKH and MTSS programs participated in in-depth interviews to examine the practical effectiveness of both program implementations upon students and classroom learning effectiveness. Teacher perceptions were also compared with ex post facto data for the school from the last 4 years of PBIS only implementation and the first 4-years of implementation for CKH and MTSS. Findings showed how implementing MTSS and CKH programs created a more positive and cohesive school culture, while also improving whole-school student learning experiences and outcomes. These added programs emphasized a shared learning environment among all students (rather than focusing only on disruptive students), something that increased instructional time and learning effectiveness. Teachers reported that MTSS and CKH programs were more easily integrated into lesson plans than were PBIS interventions alone. The MTSS and CKH programs also increased parental involvement and support with their students’ behaviors and learning effectiveness. Teachers also reported a cumulative effect upon student learning and behaviors as student cohorts advanced to successive grades each year.
Bibliographic Details
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