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.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:753121 |
| Date | January 2018 |
| Creators | Pitt, Sophie Louise |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/8391/ |
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