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The Paradox of Teacher Professional Development Programs for Behaviour Management: Comparing Program Satisfaction alongside Changes in Behaviour Management Practices
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Giallo, Rebecca; Hayes, Louise – Australian Journal of Educational & Developmental Psychology, 2007
A teacher professional development program using applied behavioural techniques was delivered to primary school teachers. Teachers (N = 78) rated the program highly and reported improved knowledge and skills in managing disruptive student behaviour. Objective measures of teacher (n = 32) pre- and post-workshop data revealed significant changes in…
Descriptors: Statistical Significance, Teachers, Faculty Development, Professional Development