東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The relationship between teachers' s...

Micek, Kristin.

FindBook

Google Book

Amazon

博客來

The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports./
作者:	Micek, Kristin.
面頁冊數:	40 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-07(E), Section: B.
Contained By:	Dissertation Abstracts International74-07B(E).
標題:	Psychology, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556131
ISBN:	9781267978691

The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports.
Micek, Kristin.

The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports. - 40 p.

Source: Dissertation Abstracts International, Volume: 74-07(E), Section: B.

Thesis (Ed.S.)--University of Nebraska at Omaha, 2014.

Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior management strategies, before and after the implementation of school-wide positive behavior supports. Using a multilevel modeling analysis, data collected through the use of self-efficacy surveys from 48 teachers at the secondary level and 15 teachers at the elementary level were examined at the individual and school level. Results indicated that there was an overall increase of self-efficacy in regards to teachers' classroom behavior management strategies. In addition, an interaction effect implied that teachers at the secondary level, with more years of experience, indicated that their self-efficacy lowered, whereas elementary teachers experienced an increase of self-efficacy as a function of the intervention. Implications of these findings and future directions are discussed.

ISBN: 9781267978691Subjects--Topical Terms:

1018034
Psychology, General.

The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports.
LDR:02070nam a2200289 4500 001 1962334
005 20140805141048.5
008 150210s2014 ||||||||||||||||| ||eng d
020 $a 9781267978691
035 $a (MiAaPQ)AAI3556131
035 $a AAI3556131
040 $a MiAaPQ $c MiAaPQ
100 1 $a Micek, Kristin. $3 2098396
245 1 4 $a The relationship between teachers' self-efficacy with behavior management and school-wide positive behavior supports.
300 $a 40 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-07(E), Section: B.
500 $a Adviser: Brian C. McKevitt.
502 $a Thesis (Ed.S.)--University of Nebraska at Omaha, 2014.
520 $a Classroom management is a common concern for educators. Teachers with high self-efficacy are strongly linked with having successful characteristics regarding their classroom management styles and strategies. With this in mind, the current study examined classroom teachers' perceived self-efficacy, specifically regarding their behavior management strategies, before and after the implementation of school-wide positive behavior supports. Using a multilevel modeling analysis, data collected through the use of self-efficacy surveys from 48 teachers at the secondary level and 15 teachers at the elementary level were examined at the individual and school level. Results indicated that there was an overall increase of self-efficacy in regards to teachers' classroom behavior management strategies. In addition, an interaction effect implied that teachers at the secondary level, with more years of experience, indicated that their self-efficacy lowered, whereas elementary teachers experienced an increase of self-efficacy as a function of the intervention. Implications of these findings and future directions are discussed.
590 $a School code: 1060.
650 4 $a Psychology, General. $3 1018034
650 4 $a Psychology, Industrial. $3 520063
650 4 $a Education, Teacher Training. $3 783747
690 $a 0621
690 $a 0624
690 $a 0530
710 2 $a University of Nebraska at Omaha. $b Psychology. $3 1263887
773 0 $t Dissertation Abstracts International $g 74-07B(E).
790 $a 1060
791 $a Ed.S.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3556131