Training Teachers in Mixed‐age Classrooms: effects of a staff development programme

Veenman, Simon; Lem, Piet; Roelofs, Erik

doi:10.1080/0305569890150207

Cited by 16 publications

(15 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Training topics were drawn from our research into teacher and school effectiveness; the design of the training process was guided by the research on staff development effectiveness. The results of the first improvement study were reported in a previous article in Educational Studies (Veenman et al, 1989). However, the university has no regular task in the educational support structure for primary school teachers.…”

Section: Introductionmentioning

confidence: 56%

“…Feedback was given by the members of the project staff before the start of the first workshop-using the pre-test observation results-and after the last post-test-using the post-test observation results. A significant treatment effect was found for pupils' time-ontask levels in mixed-age classrooms and for teacher behaviour regarding effective instruction, and classroom organisation and management (Veenman et al, 1989). Some results of this first improvement study will reappear in the tables presented in this article.…”

Section: Introductionmentioning

confidence: 83%

“…The items of the MIS are based on the research of Evertson et al (1983), Good et al (1983) and Rosenshine (1986). The MIS was constructed during the first improvement study (Veenman et al, 1989). In that study the MIS contained 30 items, representing five subscales: (1) instructional skills;…”

Section: Classroom Rating Scalementioning

confidence: 99%

See 2 more Smart Citations

Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies

Roelofs

Veenman

Raemaekers

1994

Educational Studies

Self Cite

View full text Add to dashboard Cite

This article describes the results of a second school improvement study directed at schools with mixed-age classes, and compares the results of this second study with the first study. The second improvement study examines the effects of a staff development programme which introduced selected findings from teaching effectiveness research into ongoing school settings with mixed-age classes. In addition to the staff development programme the effects of coaching are also evaluated. In contrast to the first improvement study the staff development programme was implemented by teacher educators and school counsellors in the regular educational support context (in-service teacher education). A quasi-experimental, treatment-control group investigation was designed to test the effects of the staff development programme 'Dealing with mixed-age classes', and the effects of coaching. Based on pre-and post-training classroom observations, the second improvement study--like the first one--revealed a significant treatment effect for pupils' time-on-task levels in mixed-age classrooms, and for teachers' instructional and classroom management skills. Only two coaching effects were found: for organising effective instruction and for dealing with disturbances. Time-on-task levels improved more strongly in classes of coached teachers. In the second improvement study the effects on teacher instructional and classroom management skills, and pupil behaviour are smaller than in the first study. The staff development programme as conducted in regular in-service settings by teacher educators and school counsellors was less effective than the staff development programme as conducted in an evaluation setting by the designers of the programme.

show abstract

Section: Introductionmentioning

confidence: 56%

Section: Introductionmentioning

confidence: 83%

See 1 more Smart Citation

Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies

Roelofs

Veenman

Raemaekers

1994

Educational Studies

Self Cite

View full text Add to dashboard Cite

show abstract

“…De fait, plusieurs études révèlent que les enseignants mieux formés sont plus aptes à répondre aux besoins de leurs élèves en créant un environnement de classe positif pour l'ensemble d'entre eux (Allen & Blackston, 2003;Evertson, 1989;Lewis, 2001;Melby, 1995;Sawka, McCurdy, & Mannella, 2002;Swinson & Cording, 2002;Veenman, Lem, & Roelofs, 1989). Pour Alvarez (2007), des enseignants mieux formés sont également plus efficaces dans leur réponse aux comportements agressifs des élèves et réussissent davantage à enseigner des comportements de remplacement aux élèves présentant des difficultés.…”

Section: Les Effets De La Formation Sur La Qualité De L'intervention unclassified

Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves

Gaudreau

Royer

Beaumont

et al. 2012

enfance

View full text Add to dashboard Cite

Plusieurs auteurs dénoncent depuis quelques années le manque de formation des enseignants pour gérer efficacement les comportements difficiles des élèves. Afin de soutenir la réussite des élèves qui présentent des difficultés de comportement, il s’avère essentiel de développer des modèles de formation en cours d’emploi qui répondent aux besoins des enseignants. Cet article présente le programme de formation à la gestion positive des situations de classe (GPS), spécialement conçu pour les enseignants du premier cycle du primaire à partir des données probantes de recherches dans le domaine. Il vise le développement des compétences professionnelles des enseignants en matière de gestion de la classe et des comportements difficiles. Les formules pédagogiques proposées ont pour but de soutenir le développement des croyances d’efficacité personnelle chez les enseignants afin de favoriser l’implantation de pratiques éducatives permettant de prévenir les comportements difficiles et de les gérer efficacement en classe.Several authors question that the preparation of teachers to effectively manage challenging behaviors in the classroom is insufficient. To support the success of students with behavioral difficulties, it is essential to develop models of training that meet the needs of teachers. This article presents the inservice training program of classroom management, the Programme de formation à la gestion positive des situations de classe (GPS), specially designed for first- and second-grade teachers. It aims to develop professional skills of teachers in classroom management and challenging behaviors. The teaching formulas are proposed to support the development of self-efficacy beliefs among teachers to promote the implementation of educational practices to prevent and deal effectively with difficult behaviors in the classroom

show abstract

“…Once in service, teachers have the possibility of continuing their training by participating in personal development activities and seminars or by pursuing graduate studies. Researchers have demonstrated that in-service training can have a positive impact on both teaching practices (Behnke, 2006;Evertson, 1989;Raver et al, 2008;Roelofs, Veeman, & Raemaekers, 1994;Veenman, Lem, & Roelofs, 1989) and efficacy beliefs (Lewis, 2001;Ross & Bruce, 2007).…”

Section: Self-efficacy Theorymentioning

confidence: 99%

Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

Gaudreau

Royer

Frénette

et al. 2013

mje

View full text Add to dashboard Cite

We examined a training program in classroom management in relation to the efficacy beliefs of elementary school teachers. The training program used a quasi-experimental design with a waitlist control group. Twenty-seven elementary school teachers in the greater Quebec City area participated. The repeated measures ANOVA results revealed positive effect of the program on teachers’ personal teaching efficacy beliefs, and in the teachers’ perceived self-efficacy in managing difficult behaviours in the classroom. A group by time interaction effect was also observed with regard to the teachers’ perceived self-efficacy in eliciting principals’ support where participating teachers were more confident in their interactions with principals at follow-up. Factors that influence the development of self-efficacy beliefs of teachers and implications for practice are discussed.Les effets d’une formation continue des enseignants du primaire en matière de gestion des comportements en classe sur le sentiment d’autoefficacité des enseignants ont été étudiés. À partir d’un devis quasi-expérimental avec groupe témoin, 37 enseignants du premier cycle du primaire de la ville de Québec ont participé aux activités de formation continue. Les analyses de variance à mesures répétées révèlent un effet positif du programme sur le sentiment d’efficacité personnelle des enseignants et sur le sentiment d’efficacité personnelle à gérer les comportements difficiles des élèves en classe. Un effet d’interaction temps-groupe a aussi été observé au niveau du sentiment d’efficacité personnelle des enseignants à susciter le soutien de la direction de l’école. Les facteurs qui influencent le développement des croyances d’efficacité personnelle des enseignants et des implications pour la pratique sont aussi discutés

show abstract

Training Teachers in Mixed‐age Classrooms: effects of a staff development programme

Cited by 16 publications

References 12 publications

Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies

Improving Instruction and Classroom Management Behaviour in Mixed‐age Classrooms: results of two improvement studies

Gestion positive des situations de classe : un modèle de formation en cours d’emploi pour aider les enseignants du primaire à prévenir les comportements difficiles des élèves

Classroom Behaviour Management: The effects of in-service training on elementary teachers’ self-efficacy beliefs

Contact Info

Product

Resources

About