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.
Additional information
Notes on contributors
Justin T. Cooper
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.