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Instructional and behavior management practices implemented by elementary general education teachers
Linda A Reddy1, Gregory A Fabiano, Christopher M Dudek
1Graduate School of Applied and Professional Psychology, Rutgers University, Piscataway, NJ, USA.
Journal of School Psychology
|December 4, 2013
Summary
Kindergarten through fifth-grade teachers use different classroom strategies based on grade level. Lower grades focus on commands and feedback, while upper grades emphasize academic monitoring and student engagement.
Area of Science:
- Educational Psychology
- Classroom Management
- Teacher Training
Background:
- Effective instructional and behavioral management strategies are crucial for student success.
- Understanding how teachers utilize these strategies across different grade levels is essential for targeted professional development.
- The Classroom Strategy Scale (CSS) provides a framework for assessing these practices.
Purpose of the Study:
- To investigate the relationship between teachers' grade-level assignment and their use of instructional and behavioral management strategies.
- To examine how teachers' years of experience influence strategy implementation.
- To identify discrepancies between recommended and actual strategy use.
Main Methods:
- A study involving 317 general education teachers from kindergarten to fifth grade.
- Utilized the Classroom Strategy Scale (CSS)-Observer Form to measure strategy frequency and discrepancies.
- Employed Hierarchical Linear Models (HLMs) to analyze the data.
Main Results:
- Teachers' grade level significantly predicted strategy use; lower grades favored commands and feedback, while upper grades focused on academic monitoring and engagement.
- Years of teaching experience did not significantly impact strategy use, except for praise statements.
- Upper grade teachers showed higher discrepancies in academic feedback, behavioral feedback, and praise compared to lower grade teachers.
Conclusions:
- Grade-level assignment is a key factor influencing teachers' choice of classroom management and instructional strategies.
- Discrepancies in strategy use highlight areas for potential intervention and support, particularly for upper-grade teachers.
- Findings offer practical implications for school psychology practice and teacher training programs.
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