Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour
This study investigates the efficacy of two whole-class approaches to classroom management, self-management and interdependent group contingency, in a sample of 8-9 year olds in the UK. Phase A investigates which approach is most effective in reducing off-task and disruptive behaviours in target...
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| Format: | Thesis (University of Nottingham only) |
| Language: | English English |
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2017
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| Online Access: | https://eprints.nottingham.ac.uk/44943/ |