A High School Replication of Targeted Professional Development for Classroom Management

• Published in: Remedial and special education Vol. 39; no. 3; pp. 144 - 157
• Main Authors: Freeman, Jennifer, Kowitt, Jennifer, Simonsen, Brandi, Wei, Yan, Dooley, Kate, Gordon, Lola, Maddock, Eleanor
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.05.2018; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Classroom management; Classroom Techniques; Classrooms; Correlation; Educational Research; Faculty Development; High Schools; Inservice Teacher Education; Intervention; Observation; Positive Reinforcement; Praise; Professional Development; Replication (Evaluation); Research Design; Research methodology; Secondary School Teachers; Secondary schools; Self Management; Selfmanagement; Suburban Schools; Teachers; secondary; inservice training; management; single-subject; staff development/inservice; personnel preparation; behavior; research methodology
• ISSN: 0741-9325; 1538-4756
• DOI: 10.1177/0741932517719547

In areas of emerging research, such as supporting teachers’ classroom management, replication of research is critical to ensuring that recommendations for the field are based on sound science and appropriate for the contexts to which they are being applied. This article describes a replication of research on efficient professional development supports for teachers’ classroom managements in a new context: high school classrooms. Data did not support a functional relation between teachers’ use of specific praise and the targeted professional development and self-management in the high school setting. Results of this study highlight the critical importance of replication in education research. Based on our findings and our experience conducting this study, we suggest several possible adaptations may be necessary for successful replication at the high school level.