Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices

ABSTRACT

A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on average, only one in three respondents received formal training in most of the practices. However, 91% of responding educators reported formal training with antecedent-based practices, while just over half received formal training in self-management strategies. Results also indicated that formal training significantly predicted use of practices, but not perceptions of effectiveness. We describe implications for improving preservice and in-service teachers' formal training on evidence-based classroom management practices, as well as implications for practicing teachers.

KEYWORDS:

• Behavior management
• classroom management
• professional development

Additional information

Notes on contributors

Justin T. Cooper

Notes on contributors

Justin T. Cooper is an assistant professor at the University of Louisville. His current research interests include the effects of teacher behaviors on student behaviors, effective behavior management practices, and function-based intervention planning.

Nicholas A. Gage

Nicholas A. Gage is an assistant professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. His research focuses on advancing research and statistical rigor in the field of emotional and behavioral disorders.

Peter J. Alter

Peter Alter is an associate professor at Saint Mary's College of California. His current research interests are classroom and behavior management, positive behavior interventions and supports, and teacher well-being.

Stefanie LaPolla

Stefanie LaPolla is the behavior support coordinator for Loudoun County Public Schools in Northern Virginia and oversees the implementation of Positive Behavioral Interventions and Supports (PBIS) for the division. Her research interests include multitiered systems of support, intervention development and implementation, school/home/community connectedness, classroom management, and discipline disproportionality.

Ashley S. MacSuga-Gage

Ashley S. MacSuga-Gage is an assistant professor of Special Education at the University of Florida. Her current research interests include Schoolwide Positive Behavior Supports (SWPBS), classroom management, preservice and in-service professional development provided within Multitiered Systems of Support (MTSS) frameworks, and supporting the needs of students with emotional behavioral disturbances (EBD).

Terrance M. Scott

Terrance M. Scott is a professor at the University of Louisville. His research interests include effective instruction and management for students with challenging behaviors and scientific research in education.