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Stringfield, Samuel; Schaffer, Eugene; Devlin-Scherer, Roberta – Journal of Classroom Interaction, 2017
Quasi-experimental teacher effectiveness studies have indicated that properly designed staff development programs can lead to changes in teacher and student behavior and to gains in student achievement. Those studies involved workshop series led by nationally known scholars. Using instructors from varied backgrounds, the current study examined the…
Descriptors: Generalization, Behavior Change, Time Management, Teacher Effectiveness
Schaffer, Eugene; Stringfield, Samuel; Devlin-Scherer, Roberta – Journal of Classroom Interaction, 2017
Two years after participating in a replication of the Stallings Effective Use of Time (EUOT) Program, ten teachers were re-observed and interviewed to determine the extent to which they had maintained the measured changes in their behavior patterns. Subjects were selected for the follow-up from a 27 EUOT teacher sample based on having exhibited…
Descriptors: Staff Development, Teacher Behavior, Followup Studies, Inservice Teacher Education
Peer reviewed
Devlin-Scherer, Roberta; And Others – Journal of Classroom Interaction, 1985
Seventeen K-12 teachers were trained in the Stallings Effective Use of Time Program. A comparison of pre- and post-classroom observations indicated that teachers who had publicly stated their commitment to teaching behavior changes tended to follow through and make the changes. Implications for teacher education programs are discussed. (Author/MT)
Descriptors: Behavior Change, Inservice Teacher Education, Teacher Behavior, Teaching Methods