Employing universal classroom management practices (e.g., opportunities to respond, praise, precorrect) can reduce disruptive behavior and improve academic engagement for students with and without disabilities; however, novice educators often possess minimal knowledge of universal classroom management practices. This study examined the effect of a strategically designed professional development workshop on universal classroom management practices with 6 elementary teachers during their first 3 years of teaching. Using a multiple-baseline design across groups of teachers, results indicated that a program of professional development increased teachers’ practice and decreased reprimands. Descriptive data revealed changes in teacher knowledge and student engagement. Implications for future research as well as novice teacher professional development are discussed.

中文翻译：

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实践中的专业发展

采用通用的课堂管理实践（例如，有机会做出回应、表扬、纠正）可以减少破坏性行为并提高残疾和非残疾学生的学术参与度；然而，教育新手通常对通用课堂管理实践知之甚少。本研究调查了 6 名小学教师在前 3 年的教学中，战略性设计的专业发展研讨会对普遍课堂管理实践的影响。使用跨教师组的多基线设计，结果表明专业发展计划增加了教师的实践并减少了谴责。描述性数据揭示了教师知识和学生参与度的变化。