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A high school replication of targeted professional development for classroom management
Resource type
Authors/contributors
- Freeman, Jennifer (Author)
- Kowitt, Jennifer (Author)
- Simonsen, Brandi (Author)
- Wei, Yan (Author)
- Dooley, Kate (Author)
- Gordon, Lola (Author)
- Maddock, Eleanor (Author)
Title
A high school replication of targeted professional development for classroom management
Abstract
In areas of emerging research, such as supporting teachers' classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers' classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers' use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.
Publication
Remedial and Special Education
Date
05/2018
Volume
39
Issue
3
Pages
144-157
Journal Abbr
Remedial Spec. Educ.
Citation Key
freemanHighSchoolReplication2018
Accessed
10/7/19, 7:36 PM
ISSN
0741-9325, 1538-4756
Language
English
Library Catalog
DOI.org (Crossref)
Extra
4 citations (Crossref) [2023-10-31]
Citation Key Alias: lens.org/158-228-318-057-658, pop00145
tex.type: [object Object]
Citation
Freeman, J., Kowitt, J., Simonsen, B., Wei, Y., Dooley, K., Gordon, L., & Maddock, E. (2018). A high school replication of targeted professional development for classroom management. Remedial and Special Education, 39(3), 144–157. https://doi.org/10.1177/0741932517719547
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