系统观察动作整合与小学课堂管理的关系

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Jongho Moon, C. Webster, Jekesha Herring, C. Egan
{"title":"系统观察动作整合与小学课堂管理的关系","authors":"Jongho Moon, C. Webster, Jekesha Herring, C. Egan","doi":"10.1177/1098300720947034","DOIUrl":null,"url":null,"abstract":"Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers (n = 12) and their students (n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.","PeriodicalId":47652,"journal":{"name":"Journal of Positive Behavior Interventions","volume":"24 1","pages":"122 - 132"},"PeriodicalIF":1.4000,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1098300720947034","citationCount":"5","resultStr":"{\"title\":\"Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools\",\"authors\":\"Jongho Moon, C. Webster, Jekesha Herring, C. Egan\",\"doi\":\"10.1177/1098300720947034\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers (n = 12) and their students (n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.\",\"PeriodicalId\":47652,\"journal\":{\"name\":\"Journal of Positive Behavior Interventions\",\"volume\":\"24 1\",\"pages\":\"122 - 132\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2020-08-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1177/1098300720947034\",\"citationCount\":\"5\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Positive Behavior Interventions\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1177/1098300720947034\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Positive Behavior Interventions","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/1098300720947034","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 5

摘要

运动整合(MI)是一种研究支持的策略,它涉及将体育活动纳入常规课堂时间,以减少偏离任务的行为并支持学习成绩。然而,教师采用MI的比例一直较低。如果教师认为MI与他们当前的教学实践相兼容,他们更有可能采用MI。因此,本研究考察了系统观察的MI与其他小学循证课堂管理实践之间的关系。参与者为任课教师(n = 12)及其学生(n = 229)。课堂观察采用“学生在学术活动和过渡中的运动观察系统”(SOSMART)和“简短课堂互动观察-修订”(BCIO-R)进行。相关分析显示,智力智力与有效教学管理和主动管理策略呈正相关,与被动管理策略和破坏性学生行为负相关。本研究表明,MI和其他已建立的课堂管理实践是共同发生的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Relationships Between Systematically Observed Movement Integration and Classroom Management in Elementary Schools
Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers (n = 12) and their students (n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信