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
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Date
2017
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Massey University
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Abstract
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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Keywords
Classroom management, New Zealand, Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education, Challenging behaviour, Professional development, Incredible Years Teacher