Date of Award
Doctor of Education (EdD)
E. Ray Dockery
This dissertation was designed to examine the impact of Conversation, Help, Activity, Movement, Participation, Success (CHAMPS), a classroom management program in elementary schools in a district in North Carolina. The participants included principals and teachers who attended a 2-day training course and implemented the CHAMPS program at their schools.
The researcher used Stufflebeam’s Context, Input, Process, Product (CIPP) model to examine the impact of CHAMPS on classroom management practices and student behavior. Specifically, the researcher utilized the Process and Product components of the CIPP model. The Process Evaluation sought to answer the question, “To what extent was the CHAMPS program implemented as intended?” The Product Evaluation sought to answer the question, “What was the impact of CHAMPS on student behavior and on teachers’ classroom management practices?”
The research methodology included the following: an analysis of responses from the CHAMPS Principal Survey developed by the researcher; an analysis of responses from the CHAMPS Teacher Survey developed by the researcher; and an analysis of archival office discipline referral data from before and during the implementation period.
Based on the findings of the program evaluation, the researcher determined the program is operating inconsistently across the elementary schools. A recommendation was made to incorporate further training within the schools, including the use of coaches and self-study professional development based on the individual needs of teachers.
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Minnear, Holly J., "An Evaluation of CHAMPS: A Classroom Management Program" (2015). Education Dissertations and Projects. 120.