Teachers receive limited training and support in classroom management, making it incumbent on school leaders to provide efficient and effective professional development supports. We explored the effects of a brief targeted professional development (TPD) approach (brief training, email prompts, and self-management of trained skills) on teachers’ use of three empirically supported classroom management skills (prompts, opportunities to respond [OTR], and specific praise). Using an experimental crossover design, we documented that teachers increased their prompt and specific praise rates while they actively engaged in TPD. However, training effects did not maintain when TPD shifted to a new skill and teachers’ increased use of OTRs during TPD was neither statistically significant nor maintained. Teachers found TPD to be acceptable, usable, and feasible.

中文翻译：

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有针对性的专业发展对教师使用经验支持的课堂管理实践的影响

教师在课堂管理方面的培训和支持有限，这使得学校领导者有责任提供有效有效的专业发展支持。我们探讨了简短的针对性专业发展（TPD）方法（简短培训，电子邮件提示和自我管理受过训练的技能）对教师使用三种经验支持的课堂管理技能（提示，回应[OTR]，和具体的称赞）。通过实验性的交叉设计，我们记录了教师在积极参与TPD的过程中提高了他们迅速而具体的表扬率。但是，当TPD转移到新技能时，培训效果并没有保持，教师在TPD期间增加OTR的使用既没有统计学意义，也没有保持。老师发现TPD可以接受，有用，