國立虎尾科技大學 |

Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior./
作者:	Sims, Wesley A.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 80-06, Section: A.
Contained By:	Dissertations Abstracts International80-06A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9780438665903

Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior.
Sims, Wesley A.

Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 80-06, Section: A.

Thesis (Ph.D.)--University of Missouri - Columbia, 2016.

Includes bibliographical references

Despite the importance of effective classroom management, teachers often report receive surprisingly little classroom management support. Performance feedback has been used to further develop teacher classroom management behavior. To supplement available classroom management assessments with which to provide performance feedback, The Direct Behavior Rating-Classroom Management (DBR-CM) was developed. The present study used a multiple baseline single-case design research design to examine a simplified performance feedback intervention targeting teacher classroom management behavior. Performance feedback was delivered through graphic representation of DBR-CM assessment results following external observation to participating teachers displaying mild to moderate deficits in classroom management performance. Visual and empirical analyses of results indicated noteworthy improvements in overall teacher classroom management behavior in two of five included teachers. These findings indicate a performance feedback classroom management intervention in this form failed to document the required three replication of intervention effects to be considered efficacious. Several factors may explain these findings including study timing, inappropriate inclusion of participants, teacher resistance, shortcomings in performance feedback information provided, and shortcomings of performance feedback dissemination methods.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780438665903Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior.
LDR:02936ntm a22004097 4500 001 1145211
005 20240618081749.5
006 m o d
007 cr mn ---uuuuu
008 250605s2016 xx obm 000 0 eng d
020 $a 9780438665903
035 $a (MiAaPQ)AAI11012957
035 $a AAI11012957
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Sims, Wesley A. $3 1470454
245 1 0 $a Evaluating the Effects of Performance Feedback Using the Direct Behavior Rating- Classroom Management (DBR-CM) on Teacher Classroom Management Behavior.
264 0 $c 2016
300 $a 1 online resource (119 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: 80-06, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Riley-Tillman, T. Chris.
502 $a Thesis (Ph.D.)--University of Missouri - Columbia, 2016.
504 $a Includes bibliographical references
520 $a Despite the importance of effective classroom management, teachers often report receive surprisingly little classroom management support. Performance feedback has been used to further develop teacher classroom management behavior. To supplement available classroom management assessments with which to provide performance feedback, The Direct Behavior Rating-Classroom Management (DBR-CM) was developed. The present study used a multiple baseline single-case design research design to examine a simplified performance feedback intervention targeting teacher classroom management behavior. Performance feedback was delivered through graphic representation of DBR-CM assessment results following external observation to participating teachers displaying mild to moderate deficits in classroom management performance. Visual and empirical analyses of results indicated noteworthy improvements in overall teacher classroom management behavior in two of five included teachers. These findings indicate a performance feedback classroom management intervention in this form failed to document the required three replication of intervention effects to be considered efficacious. Several factors may explain these findings including study timing, inappropriate inclusion of participants, teacher resistance, shortcomings in performance feedback information provided, and shortcomings of performance feedback dissemination methods.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational tests & measurements. $3 1180442
653 $a Assessment
653 $a Behavior
653 $a Classroom management
653 $a Performance feedback
653 $a Psychology
653 $a Schools
655 7 $a Electronic books. $2 local $3 554714
690 $a 0288
690 $a 0515
710 2 $a University of Missouri - Columbia. $b ESCP. $3 1470455
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 80-06A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012957 $z click for full text (PQDT)