Παρακαλώ χρησιμοποιήστε αυτό το αναγνωριστικό για να παραπέμψετε ή να δημιουργήσετε σύνδεσμο προς αυτό το τεκμήριο:
https://ruomo.lib.uom.gr/handle/7000/1684
Πλήρης εγγραφή μεταδεδομένων
Πεδίο DC | Τιμή | Γλώσσα |
---|---|---|
dc.contributor.author | Moutiaga, Sofia | - |
dc.contributor.author | Papavasiliou-Alexiou, Ioanna | - |
dc.date.accessioned | 2023-11-03T10:59:50Z | - |
dc.date.available | 2023-11-03T10:59:50Z | - |
dc.date.issued | 2022 | - |
dc.identifier | 10.1080/13664530.2022.2104918 | en_US |
dc.identifier.issn | 1366-4530 | en_US |
dc.identifier.issn | 1747-5120 | en_US |
dc.identifier.uri | https://doi.org/10.1080/13664530.2022.2104918 | en_US |
dc.identifier.uri | https://ruomo.lib.uom.gr/handle/7000/1684 | - |
dc.description.abstract | The study aimed to train teachers in managing student behaviour and to investigate the impact on teachers and their students. The training was based on adult-learning and group-leading strategies (development/application) as well as Social-Emotional-Learning and School-Wide-Positive-Behaviour-Supports approaches (content). It consisted of training meetings, coaching and distance learning and was implemented at Thessaloniki middle school, using a neighbouring middle school as the control school. The stability of impacts was checked by follow-up tests after four and twelve months accordingly. A convergent parallel mixed-methods design was used for data analysis. After completion of training and four months later, an effective behaviour-management methodology and corresponding strategies were developed in the intervention school. Teachers reported increased professional self-efficacy, teachers and students evaluated their school climate more positively and students’ office discipline referrals decreased, compared with the control school. Benefits had decreased a year later, however, they remained increased compared with the control school. Ways to maintain beneficial results and a sustainable in-service teacher professional development policy are discussed. | en_US |
dc.language.iso | en | en_US |
dc.rights | CC0 1.0 Universal | * |
dc.rights.uri | http://creativecommons.org/publicdomain/zero/1.0/ | * |
dc.source | Teacher Development | en_US |
dc.subject | FRASCATI::Social sciences::Educational sciences | en_US |
dc.subject.other | Teachers’ professional development | en_US |
dc.subject.other | students’ behaviour management | en_US |
dc.subject.other | in-school training | en_US |
dc.title | Promoting professional development of secondary school teachers in Greece: in-school training in managing student behaviour | en_US |
dc.type | Article | en_US |
dc.contributor.department | Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής | en_US |
local.identifier.volume | 26 | en_US |
local.identifier.issue | 4 | en_US |
local.identifier.firstpage | 492 | en_US |
local.identifier.lastpage | 513 | en_US |
Εμφανίζεται στις Συλλογές: | Τμήμα Εκπαιδευτικής & Κοινωνικής Πολιτικής |
Αρχεία σε αυτό το Τεκμήριο:
Αρχείο | Περιγραφή | Μέγεθος | Μορφότυπος | |
---|---|---|---|---|
To be published_Promoting Professional Development of Secondary School Teachers.pdf | 468,41 kB | Adobe PDF | Προβολή/Ανοιγμα |
Αυτό το τεκμήριο προστατεύεται από Αδεια Creative Commons