Rethinking Classroom Management Professional Development for Novice Teachers
Agenda Number: G4
Shanna Hirsch, Clemson University, Clemson, SC
Supporting novice teachers implement evidence-based classroom management (EBCM) practices is critical for their success in the classroom. The core components of the practice-based professional development framework and results of a recent study will be shared.
- g4-hirsch-apbs2017.pdf (1.26 MB)