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Full-Text Articles in Education
Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb
Effects Of Tiered Training On General Educators' Use Of Specific Praise, M. T. Thompson, Michelle Marchant, D. Anderson, Mary Anne Prater, G. Gibb
Faculty Publications
Research suggests a compelling correlation between teacher behavior and effective learning environments. Focusing on the evidence-based teaching skill of offering behavior-specific praise (BSP), the researchers worked with three elementary-level general educators in a tiered model of training generally known as response to intervention (RtI). Although RtI commonly provides targeted instructional support to students, this study used the RtI framework to provide professional development instruction to teachers. The researchers also tracked the behavior of three students identified by the teachers as having behavioral difficulties, who became the focus of each teacher's BSP. Results showed increases in rates of BSP following the …
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Positive Behavior Support And Response To Intervention In A Professional Development School: Getting Started, Paul Caldarella, Lynnette Christensen, Alex Judd
Faculty Publications
Nine elements of a Professional Development School Partnership include: comprehensive mission; preparation of future educators; needs-based professional development; commitment to evidence-based practices; investigation of practices and sharing of results; commitment to parent involvement; shared governance and collaboration; work by faculty across settings; shared resources.
Passing Notes In School: Effects Of Teacher-To-Teacher Written Praise On School Community, Julie Nelson, Paul Caldarella
Passing Notes In School: Effects Of Teacher-To-Teacher Written Praise On School Community, Julie Nelson, Paul Caldarella
Faculty Publications
Research exploring school improvement and professional development suggests that teachers want to work collaboratively in professional communities (DeFour, 2004).