Benefits and Barriers to the Embedding and Sustainability of IYT Knowledge and Strategies after Facilitator Support Has Ceased

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Author(s): Oxley, Margaret
  • Language:
    English
  • Source:
    Kairaranga. 2020 21(1):36-49.
  • Publication Date:
    2020
  • Document Type:
    Journal Articles
    Reports - Research
  • 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:
      New Zealand
    • 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