A classwide peer-assisted self-management program: Adaptations, implications, and a step-by-step guide for rural educators

Rural Special Education Quarterly, Spring 2002 by Mitchem, Katherine J, Wells, Deborah L

Other implications of this research derive from the issue of what teachers indicate influence their use research-proven practices. As noted earlier, classroom management remains a top-rated concern of teachers and administrators despite the existence of proven effective management practices (Stage & Quiroz, 1997). Preliminary analysis of survey data (Mitchem, 2000) indicates that teachers want programs to be feasible and have simple step-by-step instructions on how to use them. This is neither new nor surprising information. What is surprising is that teachers still perceive the absence of feasible interventions with simple "howto's" to be the greatest obstacle to their use of research-proven interventions (Mitchem, 2000). This suggests a compelling need for researchers to re-examine their development of feasible classroom interventions, along with the dissemination of these interventions in simple, step-by-step terms.

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