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    Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2018) McGovern, Evanni
    Children’s challenging behaviour has the potential to have long-term and widespread detrimental impacts on their academic success and wellbeing (Church, 2003). In order to manage and prevent the occurrence of challenging behaviours, teachers require evidence-based strategies that are culturally responsive. The Incredible Years Teacher Classroom Management programme (IYT) is an example of teacher PLD and a programme to be implemented to manage challenging behaviour. This research focused on exploring teachers’ perceptions of their ongoing implementation of IYT, with particular focus on the supports and barriers for IYT’s sustainability, and the cultural responsiveness of IYT to the New Zealand context. The study employed a qualitative approach, gathering data through semi-structured interviews with five teachers. Through the thematic analysis, the supports and barriers to teachers’ ongoing implementation of IYT were identified, along with the positive outcomes of IYT. The main findings showed that teachers were positive about IYT overall, and universally felt it aligned with their values, and their schools’ culture. The teachers felt supported by their peers and other professionals, particularly in the collaborative context of the Modern Learning Environment (MLE), and by the Positive Behaviour for Learning (PB4L) framework (Ministry of Education, 2015b). Additionally, the findings also provided in-depth and unique examples of how teachers were able to reflect on their practice to ensure they were continuing to use IYT in a culturally responsive way.
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    Teacher attentional behaviour : an exploratory study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts, in Education at Massey University
    (Massey University, 1977) MacLean, Douglas
    This investigation reports an ex post facto exploratory study of teacher attentional behaviour, in which a number of theoretically and methodologically, but not logically, independent measures of attention were employed. There is evidence to suggest that teachers differentially distribute their attention in the classroom, and that such distribution may have implications for their pupils. The concern, however, is not only with the way in which teachers do in fact distribute their attention, but also with the factors, internal or external to the teacher, which may pre-dispose them to attend to some features of the classroom stimulus situation, and not to others. Thus, it was expected that teacher biographical; attitudinal and 'stylistic' characteristics would play a role in the structuring of teacher attentional behaviour. Furthermore, it was expected that correlations would exist between the various measures of attentional behaviour utilised in the study. All the teachers from two intermediate schools in a provincial area of New Zealand, participated in Phase One of the study, completing a Teacher Questionnaire designed to solicit teacher biographical information; several cognitive tests from the French Kit of Reference Tests for Cognitive Factors; a devised series of perceptual tasks, which required teachers to respond to a series of questions after viewing videotape extracts of teaching situations; and the Minnesota Teacher Attitude Inventory, which was included as a measure of teacher-pupil attitudes. Phase Two of the study, focussed on the 'in situ' attentional behaviour of eight teacher volunteers, who had completed all parts of Phase One of the study. These teachers were then videotaped in their own schools teaching their own classes during social studies lessons. Teacher attentional behaviour in Phase Two of the study was operationally defined in terns of teacher verbal behaviour, in interaction with their pupils. Each incident or exchange between the teacher and his pupils was coded three times, for Target (to whom was the teacher directing his attention); Function, or purpose of the interaction; and Action (the nature of the exchange). The analysis of the data revealed that there were no statistically significant relationships between the MTAI and the various attentional measures employed. Similarly, there only appeared to be chance associations between the Hidden Figures Test and most of the other variables utilised in the study, except that male teachers appeared to make significantly higher scores than female teachers. The Gestalt Completion Test, on the other hand, appeared to correlate significantly with most of the other attentional measures used (apart from the HFT), and with a number of biographical variables. Teacher 'in situ' attentional behaviour correlated with a number of biographical variables, and with the Gestalt Completion Test, but not with the HFT or the teacher responses to the video-tape extracts. The relative independence of the HFT and the GCT suggests that they may be measuring differing levels of attentional processing; a link between these differing levels of processing and attentional style is proposed and discussed.
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    Teacher talk about student characteristics and patterns of behaviour : a thesis presented in partial fulfillment of the requirements for the degree of Master of Arts in Psychology at Massey University, Albany Campus, Auckland, New Zealand
    (Massey University, 2007) Bester, Vasti
    This thesis reports on the discourse analysis of two groups of secondary school teachers' conversation about student behaviour. The study involved a two stage analysis. The teachers' conversation was first analysed according to its reflection of teachers' views of students and the environment on continua from active to passive. Main themes emerging across the conversations were then identified with links between the themes established through understanding of the teachers' views on the active to passive continua. This method of analysis generated a theory of behaviour management for the teachers who took part in the study. It provided in-depth understanding of the relationship between the teachers' sense of agency at the time and the forms of interventions they implemented to address student behaviour. This theory identified contextual factors that affected teachers' choices of action in relation to student behaviour and indicated pivotal points for intervention to foster shared student-teacher problem solving.
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    How teachers incorporate the Incredible Years Teacher classroom management programme into practice : an interpretive description : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2017) Garland, Katherine Emily
    Children’s challenging behaviour in the classroom can have negative effects on students and teachers. The Ministry of Education is funding the Incredible Years Teacher (IYT) programme to provide teachers with positive classroom management skills to manage young children’s challenging behaviour. This research focused on exploring how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT, and conceptualised this according to evangelical, pragmatic, unrelated, and no implementation types. Overall, the study found teachers with more support deeply embedded IYT and sustained its incorporation in their practice. Supports included schools with leadership that prioritised IYT, school-wide behavioural strategies, coaching and modelling to support teacher development, and IYT review processes. The study also recommended supporting IYT group leaders to undertake more coaching visits, IYT courses for principals and teachers aides, and a symposium for teachers. In line with the interpretive description approach, the study also provides a practical resource for teachers and schools. Keywords: Incredible Years Teacher, classroom management, challenging behaviour, professional development
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    Perceptions of performance feedback for an Incredible Years trained teacher : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2016) Govender, Melanie
    The Incredible Years Teacher Classroom Management (IYTCM) programme, developed by Webster-Stratton, is delivered to New Zealand teachers as part of an initiative promoting positive behaviour in the education sector. The IYTCM incorporates evidence-based practices that have demonstrated effective and favourable outcomes for students and teachers. Teachers are able to create positive and nurturing learning environments through regular and accurate use of pro-active strategies and appropriate behaviour management practices. In turn, these environments can prevent and/or reduce adverse life outcomes for students. Performance feedback (PFB) was assessed as a support mechanism to enhance implementation of IYTCM command strategies. The use of a mixed methods design with an intervention trial, contributed to the exploration and establishment of value-oriented findings. By integrating methods, data and, analysis of qualitative and quantitative approaches, this research, (a) facilitated awareness for the teacher on their classroom management practices, (b) identified contextual factors that resulted in confounding effects on implementation; (c) underscored the teacher’s perceptions of credibility in relation to PFB consultants; and (d) considered the effects of the teacher’s perceived efficacy in classroom management. A concurrent examination of the findings produced insights into factors that may facilitate and/or hinder PFB, such as, attitudes toward practices, and degree of behavioural control. It was concluded that the combination of (i) teacher’s perceived efficacy; (ii) incongruence of IYTCM strategies with current practices; and (iii) poor knowledge to facilitate attitudinal change, may have impeded the teacher’s intentions to use IYTCM practices. The teacher’s perceptions and experiences present in this research have implications for the delivery and sustainability of classroom management practices, as well as efforts to ensure favourable outcomes for students.
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    The effects of teacher attending and responding behaviours on pupil achievement : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Education at Massey University
    (Massey University, 1978) Steffens, Stephen Frederick
    This thesis reports a field experiment of teachers' non-verbal attending and verbal responding behaviours and their relation to pupil achievement. It was expected that teachers who used higher level non-verbal and verbal skills would have children who achieved at a higher level. A group of fifteen teachers, five in three different schools, were video-taped at the beginning of the school year. Because all of the teachers were functioning at low levels on scales of attending and responding, one group of teachers was given ten hours of training in these skills. One other group of five teachers was given a placebo treatment and the remaining group received no treatment. All of these teachers were video-taped at the end of the school year. All of the children were tested at the beginning and the end of the school year on standardized achievement measures. Analysis of the data revealed that ten hours of training given one hour at a time at intervals of one week was not sufficient to establish average classroom conditions that were significantly different from the other experimental treatments. The trained teachers did improve in the expected direction more than the other teachers. The students of the two teachers who responded at the highest levels were compared to the students of the two teachers who responded at the lowest level. The results supported the hypothesis. From this sample of teachers those who were female, who responded to feelings, who had students from a higher socio-economic status, who were just beginning to teach, and who attended and responded appropriately had students with higher results.
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    The comparison of the efficacy of four behavioural procedures' ability to reduce disruptive behaviour : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Psychology at Massey University
    (Massey University, 1995) Coombe, Stephanie
    This research focused on the comparison of four behavioural procedures and their effectiveness at reducing disruptive classroom behaviour. Subjects who participated in this research were males and females, aged seven to nine in two typical primary school classrooms, in Palmerston North. Their ethinicities included Caucasian, Maori, Indian, Pacific Island and Sri Lankan. The procedure the school currently used to reward and discipline the children was compared with response cost plus positive reinforcement, the chance to earn back lost time after a specified period of appropriate behaviour and the chance to earn back lost time after displaying appropriate behaviour for a longer period of time than was previously required. Results found that the children's disruptive behaviour decreased the most with the use of response cost plus positive reinforcement. However, due to reasons of acceptability to the teachers and students, this procedure was not continued. Instead, the more acceptable and less stringent earn back time procedures were used and compared. From this, it was found that the earn back time procedure which required the children to behave appropriately for longer was the most efficacious in reducing disruption. Overall, this research supported the efficacy of response cost plus positive reinforcement for reducing disruptive behaviour in the classroom, while earning back time (and having to display appropriate behaviour longer) was shown to be second most effective.
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    Early childhood teachers' perceptions of the social validity of the incredible years teacher classroom management programme in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Manawatū, New Zealand
    (Massey University, 2015) Wooller, Sally Kay
    The Incredible Years Teacher Classroom Management (IY TCM) programme is being offered to teachers of young children in Aotearoa New Zealand by the Ministry of Education to support the provision of more positive learning environments and provide teachers with strategies to promote pro-social behaviour and decrease disruptive behaviour. An important aspect of the implementation of any programme is its social validity with its intended users. Establishing the social validity of an intervention or prevention programme is important as it impacts on its implementation and sustainability within the intended setting. The present study explored three aspects of social validity of the IY TCM programme by examining early childhood teachers perspectives about a) the alignment between IY TCM principles and strategies and the early childhood curriculum, Te Whariki; b) the appropriateness of IY TCM principles and strategies to the New Zealand context and their teaching practice; and c) the ways in which teachers incorporate IY TCM principles and strategies into their teaching practice. Placed within a constructivist epistemology and using a mixed methods approach, a web based, anonymous survey was conducted. One hundred and seven early childhood teachers who had participated in IY TCM participated. Results indicated that most early childhood teachers in Aotearoa New Zealand find IY TCM principles and strategies to align with Te Whariki, particularly in the areas of Relationships, Empowerment and Family and Community, with IY TCM improving some teachers’ implementation of Te Whariki. Discussion of both favourable and less favourable views about the social validity of IY TCM contribute to understanding potential ways to help strengthen and support implementation of IY TCM strategies in early childhood centres, as well as ways to improve programme training for teachers. Limitations of the research and future directions for research are identified.
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    Teachers' perspectives on classroom management : confidence, strategies, and professional development : a thesis presented in partial fulfilment of the requirements for the degree of Master of Educational Psychology at Massey University, Auckland, New Zealand
    (Massey University, 2014) Powell, Lynette Mary
    This study utilised a survey methodology; soliciting teachers’ perceptions of classroom behaviour management, probing their sense of confidence, defining strategies used and professional development experiences. High attrition rates in the first five years of teaching appear largely attributable to emotional exhaustion relating to a perception of an inability to cope with behavioural challenges within the classroom. There are many studies focused on this emotional exhaustion and extensive studies and theories regarding behavioural problems in students. This study, however aimed to provide data on a largely overlooked gap in understanding teachers' perspectives on classroom behaviour management. How confident teachers feel, which strategies they believe useful and additionally the desirability of professional development in this area. A response was received from 200 teachers of year 1 to year 4 classes. Of these 200 teachers, 110 completed the entire survey and it is these responses that this study is based on. The results of this survey indicate a requirement for a comprehensive classroom behaviour management programme to be utilised (particularly for teacher trainees). This type of training can assist in ensuring that positive reinforcing skills and strategies are enabled to provide the best possible learning environment for students and teacher alike.
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    Investigating sustainability of school-wide positive behaviour for learning in New Zealand schools : a thesis completed in partial fulfilment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand
    (Massey University, 2014) Elder, Katie
    This research investigated sustainability of School-Wide Positive Behaviour for Learning (SWPB4L) in New Zealand schools. An existing sustainability survey was adapted to fit the New Zealand context and electronically distributed to primary, intermediate, and secondary schools who were implementing SWPB4L; completed surveys were received from 338 school staff who had encountered or been involved with SWPB4L within the schools. The quantitative data strand included respondent ratings of statements relating to key factors of sustainability which have been recognised within relevant literature; these included prioritisation, school leadership, external leadership, programme effectiveness, programme efficiency, collection and use of data, and capacity building for staff. Each statement was rated for importance, which provided an insight into which sustainability factors the respondents perceived as important in relation to maintaining SWPB4L, and truth, which provided an insight into how accurately these factors were being applied within New Zealand schools implementing the initiative. The qualitative data strand included short comment answers to two open ended questions relating to SWPB4L sustainability supports and sustainability barriers. Respondent comments allowed for a more in depth analysis of sustainability concepts and identification of unanticipated ideas relating to successful implementation of SWPB4L. Integration of the data strands allowed for meaningful discussion relating to sustainability of SWPB4L in New Zealand schools. The findings suggested that overall the sustainability factors widely considered in existing literature were all considered to be relevant to sustainability of SWPB4L. The respondents placed the highest relative importance on leadership within the school and capacity building for school staff. Further, staff commitment, communication, and consistency of implementation were also considered to be important for supporting ongoing implementation. The factors of school leadership, capacity building, and effectiveness were found to be sustainability strengths within the schools. Features of efficiency and external leadership were found to offer the greatest room for improvement. Conclusions from the current study have led to practical recommendations for understanding and increasing sustainability of SWPB4L in New Zealand schools.