Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.753121
Title: The implications of an adaptation of the 'Working on What Works' (WOWW) intervention : a case study of a group of children in year 2 and their class teacher
Author: Pitt, Sophie Louise
ISNI:       0000 0004 7426 2281
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2018
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Abstract:
Working on What Works (WOWW) is a solution-orientied classroom management programme which targets both teachers and students, aiming to improve behaviour and relationships within the classroom (Berg and Shilts, 2004; 2005). The intervention is delivered over 10 weeks with the support of a WOWW coach. It centres on complimenting, goal setting and scaling. The purpose of the current study was to investigate the impacts of WOWW when it is adapted from a whole-class intervention to a small-group intervention. The small group in the present study were five children in Year 2 with internalising and/or externalising behaviour difficulties, as identified by their class teacher. The research employed a case study design to explore the effects of the adapted WOWW intervention on the children's behaviours and to investigate participants' perceptions of WOWW. The study used both quantitative and qualitative measures, including classroom observations, semi-structured interviews, focus groups, questionnaires and ranking and rating activities. Previous research on WOWW is limited, but indicates positive effects on teacher confidence and teacher perceptions of student behaviour. The findings of the current study suggest positive trends following the adapted WOWW intervention; the children's on-task behaviour increased while the teacher's ratings of their inattention, aggression/disruption and anxiety all decreased. Perceptions of the intervention were positive and the teacher commented on the significant impact WOWW had on the group of children. The findings support previous WOWW studies and suggest its possible utility as a classroom intervention.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.App.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.753121  DOI: Not available
Keywords: BF Psychology ; LB1501 Primary Education
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