{"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}
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.
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.