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Folly Beach Library
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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St. Paul's/Hollywood Library
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Otranto Road Library
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Mt. Pleasant Library
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McClellanville Library
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Keith Summey North Charleston Library
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John's Island Library
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Hurd/St. Andrews Library
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Miss Jane's Building (Edisto Library Temporary Location)
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Dorchester Road Library
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Benefits and Barriers to the Embedding and Sustainability of IYT Knowledge and Strategies after Facilitator Support Has Ceased
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- Author(s): Oxley, Margaret
- Language:
English- Source:
Kairaranga. 2020 21(1):36-49.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Massey University. Private Bag 11 222; Palmerston North 4442, New Zealand. Tel: +64-6-351-3396; Fax: +64-6-351-3472; email: [email protected]; Web site: https://www.massey.ac.nz/massey/learning/departments/institute-of-education/research/kairaranga/kairaranga_home.cfm
- Peer Reviewed: Y
- Source: 14
- Education Level: Elementary Education
Secondary Education
Early Childhood Education
Grade 1
Primary Education
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Grade 6
Grade 7
Junior High Schools
Grade 8 - Subject Terms: Program Effectiveness; Teacher Attitudes; Workshops; Classroom Techniques; Barriers; Foreign Countries; Special Needs Students; Faculty Development; Behavior Modification; Positive Behavior Supports; Student Behavior; Culturally Relevant Education; Sustainability; Elementary School Teachers; Secondary School Teachers; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Teacher Competencies
- Subject Terms:
- ISSN: 1175-9232
- Abstract: As a facilitator of the Incredible Years for Teachers Programme (IYT), I have found that the classroom management strategies participant teachers learned during the 6-month programme period have not been embedded and sustained in their use through time. This inquiry investigated the benefits and barriers to IYT being spontaneously, consistently and continuously used, embedded and sustained in classroom practice. Sixteen teachers who had completed the IYT programme participated in an online survey and two of these participated in a follow-up interview. Thirteen participants reported that they found workshop attendance to be beneficial and 92% stated they were confident in using the strategies. However, the survey results showed that most used only some of the strategies in their classroom practice and that there was a decline in their use through time. Potential barriers to use related to a lack of support once the workshops had been completed. The results suggest that teachers would benefit from continued support from their IYT facilitators after the programme has been completed. Implications of the inquiry findings for teachers, IYT facilitators and policy makers are discussed.
- Abstract: As Provided
- Publication Date: 2021
- Accession Number: EJ1318746
- Availability:
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