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

FindBook

Google Book

Amazon

博客來

Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package./
作者:	Reid, MiIsha J. D.
面頁冊數:	1 online resource (123 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
Contained By:	Dissertations Abstracts International84-06A.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30163868click for full text (PQDT)
ISBN:	9798358405936

Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package.
Reid, MiIsha J. D.

Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 84-06, Section: A.

Thesis (Ph.D.)--University of Pittsburgh, 2022.

Includes bibliographical references

As classrooms become more diverse and inclusive, classroom management is a consistent issue that new teachers, in particular, special education teachers report being ill-prepared for. The enactment of the Every Student Succeeds Act (ESSA, 2015) and continued punishment referral patterns have given rise to concerns regarding the overuse of exclusionary disciplinary practices and their harmful effects. ESSA (2015) now mandates the use of positive behavior interventions by schools. Given this mandate and the education department's push to restructure discipline systems, the growing special education teacher shortages, and voiced struggles expressed by teachers for working in diverse inclusive settings, an investigation of classroom management training during pre-service years is warranted.Using a pre-test post-test randomized controlled design this study explored the efficacy of a culturally responsive-sustaining classroom management (CRCM) training package on preservice teachers' culturally responsive self-efficacy scores and positive/negative interactions within a mixed reality classroom setting. Eight pre-service special education teachers were randomized to either an intervention or control group. The intervention group participated in a one hour culturally responsive classroom management training and received performance feedback after observations. Culturally responsive classroom management training covered the following topics: positive framing, communicating in culturally consistent ways, behavior-specific praise, cultivating relationships, discipline gap, recognizing ethnocentrism and implicit biases in classroom management approaches. Each pre-service teacher in the intervention and control group was recorded teaching a lesson in a mixed reality classroom prior to intervention and post-intervention. Findings indicate that pre-service teachers who received the CRCM training on average had higher culturally responsive classroom management self-efficacy scores post-test than those in the control group. Findings also indicated a significant change in positive verbal interactions between pre-test and post-test. Pre-service teachers who participated in the study reported feeling more prepared to work with diverse learners and better able to respond to student behaviors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798358405936Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package.
LDR:03834nmm a2200433K 4500 001 2356008
005 20230530061532.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798358405936
035 $a (MiAaPQ)AAI30163868
035 $a (MiAaPQ)Pittsburgh43563
035 $a AAI30163868
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Reid, MiIsha J. D. $3 3696474
245 1 0 $a Forming Positive Classroom Environments Through the Use of a Culturally Responsive Sustaining Mixed Reality Intervention Package.
264 0 $c 2022
300 $a 1 online resource (123 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-06, Section: A.
500 $a Advisor: Robertson, Rachel E. ; Delale-O'Connor, Lori ; Conway, Sheila J. ; Kostewicz, Douglass.
502 $a Thesis (Ph.D.)--University of Pittsburgh, 2022.
504 $a Includes bibliographical references
520 $a As classrooms become more diverse and inclusive, classroom management is a consistent issue that new teachers, in particular, special education teachers report being ill-prepared for. The enactment of the Every Student Succeeds Act (ESSA, 2015) and continued punishment referral patterns have given rise to concerns regarding the overuse of exclusionary disciplinary practices and their harmful effects. ESSA (2015) now mandates the use of positive behavior interventions by schools. Given this mandate and the education department's push to restructure discipline systems, the growing special education teacher shortages, and voiced struggles expressed by teachers for working in diverse inclusive settings, an investigation of classroom management training during pre-service years is warranted.Using a pre-test post-test randomized controlled design this study explored the efficacy of a culturally responsive-sustaining classroom management (CRCM) training package on preservice teachers' culturally responsive self-efficacy scores and positive/negative interactions within a mixed reality classroom setting. Eight pre-service special education teachers were randomized to either an intervention or control group. The intervention group participated in a one hour culturally responsive classroom management training and received performance feedback after observations. Culturally responsive classroom management training covered the following topics: positive framing, communicating in culturally consistent ways, behavior-specific praise, cultivating relationships, discipline gap, recognizing ethnocentrism and implicit biases in classroom management approaches. Each pre-service teacher in the intervention and control group was recorded teaching a lesson in a mixed reality classroom prior to intervention and post-intervention. Findings indicate that pre-service teachers who received the CRCM training on average had higher culturally responsive classroom management self-efficacy scores post-test than those in the control group. Findings also indicated a significant change in positive verbal interactions between pre-test and post-test. Pre-service teachers who participated in the study reported feeling more prepared to work with diverse learners and better able to respond to student behaviors.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Culture. $3 517003
650 4 $a Learning disabilities. $3 518903
650 4 $a Communication. $3 524709
650 4 $a Intervention. $3 3435307
650 4 $a School environment. $3 541935
650 4 $a Teacher education. $3 3172312
650 4 $a School discipline. $3 529770
650 4 $a Special education teachers. $3 541795
650 4 $a Prisons. $3 530912
650 4 $a Ethnicity. $3 519288
650 4 $a Core curriculum. $3 3559991
650 4 $a Disabled students. $3 3435346
650 4 $a Disability. $3 3556854
650 4 $a Skills. $3 3221615
650 4 $a Classroom management. $3 519842
650 4 $a Minority & ethnic groups. $3 3422415
650 4 $a Elementary schools. $3 644175
650 4 $a Behavior modification. $3 519138
650 4 $a Special education. $3 516693
650 4 $a Curriculum development. $3 684418
650 4 $a Disability studies. $3 543687
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
650 4 $a Elementary education. $3 641385
650 4 $a Ethnic studies. $2 bicssc $3 1556779
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0529
690 $a 0530
690 $a 0459
690 $a 0727
690 $a 0201
690 $a 0515
690 $a 0514
690 $a 0524
690 $a 0631
690 $a 0454
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Pittsburgh. $3 958527
773 0 $t Dissertations Abstracts International $g 84-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30163868 $z click for full text (PQDT)