BARRIERS IN CLASSROOM MANAGEMENT AND COURSE CLIMATE
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Published
Jun 13, 2020
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Abstract
Teachers are responsible for delivering classroom‐management plans and behavior support plans; however, many struggle to implement them consistently. Low levels of treatment integrity may be the result of various implementation barriers. No study has been conducted to examine teachers’ experience of these barriers within the context of specific interventions.
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
[1]
Bekkulova Hojar Zayniddinovna, Akramova Kamola Akramovna, Shomurodova Shahlo Jahonovna, and Nazarova Nurjahon Bahodirovna, “BARRIERS IN CLASSROOM MANAGEMENT AND COURSE CLIMATE”, IEJRD - International Multidisciplinary Journal, vol. 5, no. 4, p. 4, Jun. 2020.
References
- Amirul Mukminin, Akhmad Habibi, Siti Rahma Sari, Eddy Haryanto, Marzul Hidayat, Indonesian teachers’ perception on classroom management: A sequential exploratory study on the process and problems (2019).
- Julie Sarno Owens, John D. McLennan, Chelsea L. Hustus, Rebecca Haines-Saah, Sarah Mitchell, Clifton S. Mixon, Ayanna Troutman, Leveraging Technology to Facilitate Teachers’ Use of a Targeted Classroom Intervention (2019).
- 3. W. Blake Ford, Keith C. Radley, Daniel H. Tingstrom, Brad A. Dufrene, Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms, Journal of Positive Behavior Interventions (2020).