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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dc.contributor.authorGarland, Katherine Emily
dc.date.accessioned2018-04-04T02:19:32Z
dc.date.available2018-04-04T02:19:32Z
dc.date.issued2017
dc.description.abstractChildren’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 developmenten_US
dc.identifier.urihttp://hdl.handle.net/10179/13000
dc.language.isoenen_US
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectClassroom managementen_US
dc.subjectNew Zealanden_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.subjectChallenging behaviouren_US
dc.subjectProfessional developmenten_US
dc.subjectIncredible Years Teacheren_US
dc.titleHow 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 Zealanden_US
dc.title.alternativeHow teachers incorporate IYT into practiceen_US
dc.typeThesisen_US
massey.contributor.authorGarland, Katherine Emily
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorMassey Universityen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Educational Psychology (MEdPsych)en_US
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