000			01487nam a2200217Ia 4500
008			240826s9999||||xx |||||||||||||| ||und||
022			_a0022-0574
100			_a2024
100			_aLahey, Trace _9120746
245		0	_aFrom College to Classroom: Using Virtual Collaborative Inquiry to Support First-Year Teachers With Classroom Management
260			_bJournal of Education
260			_c2024
300			_a499-510
520			_aThis study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers' initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies.
650			_a Mentoring _9120747
650			_a Practitioner Inquiry _9120748
650			_a Professional Development _9114134
650			_a Social-Emotional Learning _9120749
650			_aClassroom Management _911032
856			_uhttps://doi.org/10.1177/00220574231166014
999			_c133777 _d133777