Evaluating the impact of whole-class self-management and interdependent group contingency approaches on pupil engagement and disruptive behaviour

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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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Bibliographic Details
Main Author:	Bhana, Kamal
Format:	Thesis (University of Nottingham only)
Language:	English English
Published:	2017
Subjects:	self-management group contingency behaviour management off-task disruptive whole class self-regulation
Online Access:	https://eprints.nottingham.ac.uk/44943/

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