Supporting high school teachers' implementation of evidence-based classroom management practices

Abstract

Teachers who employ practices associated with positive behavior intervention and support (e.g., provide opportunities to respond, behavior specific praise, and pre-corrections) create superior learning environments. In a randomized-controlled trial, we investigated the effects of a multimedia-based intervention called Content Acquisition Podcasts for Teachers with Embedded Modeling Video (CAP-TV) on high school teachers' implementation of these practices. Direct observations showed that teachers who participated in the CAP-TV condition used significantly more of the practices than those in the control condition and their students were significantly more engaged during class sessions. These findings indicate that multimedia strategies can be used to provide professional development that will help teachers adopt effective teaching practices.