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dc.contributor.advisorRiley-Tillman, T. Chriseng
dc.contributor.authorSims, Wesley A.eng
dc.date.issued2016eng
dc.date.submitted2016 Summereng
dc.descriptionDissertation supervisor: Dr. T. Chris Riley-Tillman.eng
dc.descriptionIncludes vita.eng
dc.description.abstractDespite 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.eng
dc.description.bibrefIncludes bibliographical references (pages 80-94).eng
dc.format.extent1 online resource (viii, 109 pages) : illustrationseng
dc.identifier.merlinb118917110eng
dc.identifier.oclc992981480eng
dc.identifier.urihttps://hdl.handle.net/10355/57267
dc.identifier.urihttps://doi.org/10.32469/10355/57267eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcommunityUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.eng
dc.subject.FASTClassroom management -- Researcheng
dc.subject.FASTPerformance -- Evaluationeng
dc.subject.FASTFeedback (Psychology)eng
dc.titleEvaluating the effects of performance feedback using the direct behavior rating-classroom management (DBR-CM) on teacher classroom management behavioreng
dc.title.alternativeEfficacy of DBR-CM on classroom managementeng
dc.typeThesiseng
thesis.degree.disciplineEducation, school and counseling psychology (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.namePh. D.eng


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