A High School Replication of Targeted Professional Development for Classroom Management. (May 2018)

• Record Type: Journal Article
• Authors: Freeman, Jennifer; Kowitt, Jennifer; Simonsen, Brandi; Wei, Yan; Dooley, Kate; Gordon, Lola; Maddock, Eleanor
• Other Names: Horner Robert H. guest-editor.; Kratochwill Thomas R. guest-editor.; Levin Joel R. guest-editor.
• Is Part Of: Remedial and special education. Volume 39:Number 3(2018)
• Page Start: 144
• Page End: 157
• Publication Date: 2018-05
• Subjects: management -- behavior -- inservice training -- personnel preparation -- single-subject -- research methodology -- secondary -- staff development/inservice; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932517719547
• Languages: English
• ISSNs: 0741-9325

Abstract

In areas of emerging research, such as supporting teachers' classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers' classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers' use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.