To Educate All Children (TEACH): Building Effective Teacher Classroom Management Strategies in HISD Schools, 2016-2017. Research Educational Program Report

Autor/in	Holmes, Venita R.
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	To Educate All Children (TEACH): Building Effective Teacher Classroom Management Strategies in HISD Schools, 2016-2017. Research Educational Program Report
Quelle	(2017), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Faculty Development; Classroom Techniques; School Districts; Conflict Resolution; Nonverbal Communication; Self Esteem; Leadership; Training; Coaching (Performance); Program Effectiveness; Classroom Environment; Attendance; Elementary School Students; Suspension; Student Behavior; Discipline; Conferences (Gatherings); Behavior Modification; Group Counseling; Texas (Houston) + Suchen Sie Ihr Suchwort? Klassenführung; School district; Schulbezirk; Conflict solving; Konfliktlösung; Konfliktregelung; Non-verbal communication; Nonverbale Kommunikation; Self-esteem; Selbstaufmerksamkeit; Führung; Führungsposition; Ausbildung; Klassenklima; Unterrichtsklima; Anwesenheit; Ausschluss; Schulausschluss; Student behaviour; Schülerverhalten; Disziplin; Behaviour modification; Verhaltensänderung; Gruppenberatung
Abstract	To Educate All Children (TEACH) is a teacher professional development model that is designed to improve classroom culture by focusing on deescalation, conflict resolution, nonverbal communication, and building student's self-confidence. The TEACH model consists of four key components: (1) Leadership Support, (2) Training for Staff, (3) Follow-up Coaching, and (4) Tuesday Tips. Notable findings included a statistically significant increase in students' overall favorable rating of the classroom environment from fall 2016 to spring 2017. Student attendance was found to be about 97% at pre- and post-test, which is above the district mean of about 95.6%. This finding should be viewed with caution, given the high proportion of TEACH elementary schools in the sample. Out of 787 students, the number of in-school suspensions increased for only one student, which suggests no notable change from pre-test to post-test. There was a substantial decrease in the number of out-of-school suspensions. Due to TEACH, an increase in "other" disciplinary actions, such as student or parent conference, detention, behavior/conduct contract, and referral to a counseling group, may be indicative of schools resorting to alternative, less punitive means to manage student conflict rather than suspend students. The study also found that among the best predictors of students' post-disciplinary actions and attendance were their previous year's disciplinary actions and attendance. Implications for TEACH are to continue working with educators on classroom management strategies, and building relationships between students and teachers. [For the 2015-2016 TEACH Research Educational Program Report, see ED596636.] (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01