High school teacher perceptions of implementation of evidence-based practices for classroom management

Hepburn, Lorna; Beamish, Wendi; Alston-Knox, Clair

doi:10.1080/13664530.2021.1957007

Cited by 3 publications

(3 citation statements)

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“…Borgmeier et al, 2016; Cooper et al, 2018; Moore et al, 2017). In the Phase 1 survey findings from the present study, 86 percent of responding teachers reported having a good understanding of evidence-based practices for classroom management (Hepburn et al, 2019b), yet no teacher interviewed was able to provide an example of an evidence-based practice, suggesting that understandings were more general in nature. This conclusion may partially explain the findings of previous studies where teacher self-report was used.…”

Section: Resultsmentioning

confidence: 55%

“…This article reports the findings from the second phase of a mixed-methods study of secondary school teachers working in the government sector in Queensland, Australia (Hepburn, Beamish, & Alston-Knox, 2019a, 2019b). In Phase 1 of this research, 587 secondary school teachers responded to a survey about their use of classroom management practices.…”

Section: Introductionmentioning

confidence: 99%

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Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Hepburn

Beamish

2019

Improving Schools

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Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

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Section: Resultsmentioning

confidence: 55%

Section: Introductionmentioning

confidence: 99%

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Hepburn

Beamish

2019

Improving Schools

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“…Establishing clear, specific, and positively worded rules can help minimize disruptive behaviors and improve student engagement (Marzano & Marzano, 2023). Hepburn (2021) proposed strategies for maintaining student discipline through the development of Classroom Rules. His research highlights the benefits of involving students in the rule-making process.…”

Section: Background Of the Studymentioning

confidence: 99%

Relationship Between Classroom Rules and Discipline of Students in Selected Secondary Schools in Kaliro District; A Descriptive Correlational and Cross-Sectional Study.

Nakiranda,

Bakashaba,

Ssendagi

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Background:This study aims to explore the relationship between classroom rules and the discipline of students in selected secondary schools in the Kaliro district. Methodology:A descriptive correlational and cross-sectional survey design was used. The study used a mixed research approach where both quantitative and qualitative data were collected and analyzed. The target population comprised five secondary schools in Kaliro District. The study used the Board of Governors members, head teachers, students, and teachers of the selected secondary schools as participants for the study. A target of 411 participants was used. The researcher adopted a table of determining sample size and 198 respondents were selected as respondents of the study. Results:Based on findings classroom rules are less implemented in selected schools as absent students, vulgar, vandalism, and noise-making go unpunished by the school management. This further confirms that classroom rules have a relationship with the discipline of students as most school rules are silent and indiscipline high in selected secondary schools in Kaliro District. There is a significant relationship between classroom rules and the discipline of students in selected secondary schools in Kaliro District. The correlation between classroom rules and discipline of students in selected secondary schools in Kaliro District was 0.728 with a sig value of 0.001. This indicates a positive significant relationship between classroom rules and the discipline of students. Therefore, implementation of school rules discourages students from being indisciplined. Conclusion:There is a significant relationship between classroom rules and the discipline of students and thus classroom rules influence how students behave at school in Kaliro District. Recommendation:The school board of governors should also come up with policies for rewarding well-disciplined students to encourage others to improve their behaviors in the school.

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Novice teachers’ training and support needs in evidence-based classroom management

Shank

2023

Preventing School Failure: Alternative Education for Children a

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High school teacher perceptions of implementation of evidence-based practices for classroom management

Cited by 3 publications

References 57 publications

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Relationship Between Classroom Rules and Discipline of Students in Selected Secondary Schools in Kaliro District; A Descriptive Correlational and Cross-Sectional Study.

Novice teachers’ training and support needs in evidence-based classroom management

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