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High School Teacher Perceptions of Implementation of Evidence-Based Practices for Classroom Management
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Hepburn, Lorna; Beamish, Wendi; Alston-Knox, Clair L. – Teacher Development, 2021
Evidence-based practices for classroom management are well established and predominantly preventative in nature. However, use of reactive practices by teachers has been widely reported internationally, particularly in middle and high school settings. Teachers (N = 587) throughout government high schools in Queensland, Australia responded to a…
Descriptors: High School Teachers, Teacher Attitudes, Evidence Based Practice, Classroom Techniques