It is very important that in addition to reading “empirical literature” and/or reviewing “best practices” Educational Practitioners take the value-added opportunity to utilize the information, knowledge, and insights gleaned to make appropriate leaps from “theory to practice”. When educators know better and choose to NOT do better it is referred to as “espoused theory” which is unacceptable within the world of education. When teachers are held responsible for enacting best practices within the classroom and in making value-added decisions that are rooted and grounded in the research, the classroom, the teacher, and the learning community at large “benefits”. (0-100 Rating Scale)
Choose a recent peer-reviewed article that falls under the topic of classroom behavioral management, summarize it, and share ideas for classroom applications. Sample topics include but are not limited to: Positive Reinforcement, Parental Involvement, Unified Behavioral Plans, Setting High Expectations, Social Stories, Role Playing, Cooperative Groups, etc. focusing on high school students.
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