Effective Classroom Management Strategies: Exploring the Correspondence between Teacher Self-Report and Observation
Abstract
Formulating reasons why teachers' self-report ratings of their classroom strategies does not often match observor ratings.
Keywords:
Clinical Psychology; children with social/emotional/behavioral issues; school-based interventions; barriers to interventions; teacher implementation
Status
Graduate
Department
Psychology
College
College of Arts and Sciences
Campus
Athens
Faculty Mentor
Owens, Julie
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
COinS
Effective Classroom Management Strategies: Exploring the Correspondence between Teacher Self-Report and Observation
Formulating reasons why teachers' self-report ratings of their classroom strategies does not often match observor ratings.