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Examining teachers' knowledge, confidence, and use of classroom management and instructional strategies: A book study
Swogger Cantwell, Emily Dawn
Swogger Cantwell, Emily Dawn
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Abstract
Nation-wide schools are moving towards multi-tiered systems of support in an effort to prevent and reduce students’ academic, behavioral and social challenges. In an effort to support schools with primary prevention or Tier 1, a project was designed in partnership with a school in a Midwest district to provide professional learning on evidence-based classroom management and instructional strategies. This paper presents the findings of a project, Managing Challenging Behaviors in Tiered Systems of Support: A Book Study, designed to support school-site faculty and staff in learning about the importance of addressing students’ academic, behavioral, and social needs in an integrated fashion. In this paper, we focus on one middle school’s journey as they conducted a book study, Managing challenging behaviors in schools: Research-based strategies that work (Lane, Menzies, Bruhn, & Crnobori, 2011), aimed at increasing their knowledge, confidence, and use of research-based strategies and practices.
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Date
2015-08-31
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University of Kansas
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Research Projects
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Keywords
Education, Special education, Secondary education, Classroom Mangagement, Comprehensive, Integrated, Three-Tiered Models of Prevention, Instructional Strategies, Low- Intensity Supports, Professional Development