| Session: |
STRAND I, SESSION 1: CRITICAL ANALYSIS OF APPROACHES TO CLASSROOM MANAGEMENT TRAINING
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| Abstract: |
Although effective classroom organization and behavior management are nearly universally endorsed by educators, many teachers report inadequate preservice training and little assistance from colleagues and supervisors in establishing positive and productive classroom environments. The critical features of effective classroom management will be discussed as they relate to teacher preparation and competency. Issues regarding teachers’ knowledge and implementation will be highlighted in terms of prevention efforts with references to current research. (13579)
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| Date/Time: |
April 24, 2010 / 8:30 AM - 9:30 AM
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| Room Number: |
Presidential D
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| Format: |
Lecture
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| Topic Area: |
Teacher Education
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| Leaders: |
R. Kenton Denny, Louisiana State University, Baton Rouge
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| Presenters: |
Philip Gunter, Valdosta State University, GA
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| Session: |
STRAND I, SESSION 2: PATTERNS OF TEACHER BEHAVIOR IN RELATION TO IMPLEMENTATION OF EFFECTIVE CLASSROOM MANAGEMENT
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| Abstract: |
Teacher behavior is often overlooked as a contributing factor to successful classroom management. Learn about a teacher-mediated approach to classroom management focusing on increasing the amount of positive behavior and instruction teachers need to provide to students with behavior problems and increasing the contingency between teacher and student behavior. (13580)
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| Date/Time: |
April 24, 2010 / 9:45 AM - 10:45 AM
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| Room Number: |
Presidential D
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| Format: |
Lecture
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| Topic Area: |
Teacher Education
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| Leaders: |
Joseph Wehby, Vanderbilt University, Nashville, TN
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| Presenters: |
TBD
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|
| Session: |
STRAND I, SESSION 3: SOCIAL VALIDITY, TREATMENT INTEGRITY, AND THE USE OF EVIDENCE-BASED CLASSROOM MANAGEMENT PROGRAMS
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| Abstract: |
Teachers’ opinions regarding the usefulness of specific classroom management strategies represent aspects of social validity that may affect both the integrity with which teachers implement practices as well as program effectiveness. In this session, information regarding teachers’ social validity, treatment integrity, and maintenance of evidence-based classroom management strategies are examined and discussed in terms of how these factors may be interrelated and affect overall outcomes. (13581)
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| Date/Time: |
April 24, 2010 / 11:00 AM - 12:00 PM
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| Room Number: |
Presidential D
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| Format: |
Lecture
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| Topic Area: |
Teacher Education
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| Leaders: |
LeAnne Johnson, University of Minnesota, Minneapolis
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| Presenters: |
Frank Symons, University of Minnesota, Minneapolis
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| Session: |
STRAND I, SESSION 4: THE ROLE OF EVIDENCE-BASED CLASSROOM MANAGEMENT STRATEGIES WITHIN RESPONSE TO INTERVENTION FRAMEWORKS
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| Abstract: |
Classroom management is considered an important, albeit understudied, component of response to intervention (RTI) models of behavioral support. Learn how effective classroom management programs should be integrated within a three-tiered schoolwide management program and about issues on methods for evaluating classrooms for the existence of evidence-based management practices. (13582)
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| Date/Time: |
April 24, 2010 / 1:15 PM - 2:15 PM
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| Room Number: |
Presidential D
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| Format: |
Lecture
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| Topic Area: |
Teacher Education
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| Leaders: |
Timothy Lewis, University of Missouri, Columbia
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| Presenters: |
Reesha Adamson, University of Missouri, Columbia
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