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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?
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Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?

机译：在低收入社区的城市小学实施教室管理计划：计划的忠诚度是否会影响学生的行为和学习成果？

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Students with persistent disruptive behavior problems lose valuable time in academic lessons, are a distraction for classmates, and cause stress for teachers. Recent meta-analyses indicate that 87% to 92% of published studies on school-based interventions targeting student problem behaviors report results from demonstration projects (involving highly trained staff under ideal circumstances) rather than routine practice programs. This study investigates the routine use of a schoolwide classroom management program and its relationship to elementary students’ social and academic outcomes. Three years after training in the classroom management program, 56 second-, third-, and fourth-grade teachers in an urban school district were assessed for fidelity to the program. Program fidelity was determined via direct observation in the classroom and validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity. Dependent variables included student engagement during academic lessons, out-of-school suspension rates, and report card grades. Results indicated that high program fidelity was significantly related to greater academic engagement and fewer suspensions, but not higher report card grades. This study adds to the scant literature on implementation fidelity of routine programs with high-risk populations.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/10824669.2011.585944
机译：持续存在破坏性行为问题的学生会在学术课上浪费宝贵的时间，使同学分心，并给老师带来压力。最近的荟萃分析表明，针对针对学生问题行为的以学校为基础的干预措施的已发表研究的87％至92％报告的结果来自示范项目（在理想情况下涉及训练有素的员工参与）而不是例行实践计划。这项研究调查了学校范围内的课堂管理计划的日常使用情况及其与小学生的社会和学术成果的关系。在接受课堂管理计划培训的三年后，评估了城市学区的56名二，三，四年级教师对该计划的忠诚度。程序保真度是通过在教室中直接观察确定的，并由教师对保真度的自我评价和管理员对教师保真度的评价进行验证。因变量包括学业期间的学生参与度，校外停学率和成绩单成绩。结果表明，高程序保真度与更高的学术参与度和更少的停学率显着相关，但与更高的成绩单等级无关。这项研究增加了有关高风险人群例行程序实施保真度的文献。查看全文下载全文相关的变量add add_id linkedin，facebook，stumbleupon，digg，google，更多“，发布ID：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/10824669.2011.585944

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