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Teacher Development
An international journal of teachers' professional development
Volume 20, 2016 - Issue 1
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Articles

Teacher self-assessment of evidence-based classroom practices: preliminary findings across primary, intermediate and secondary level teachers

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Pages 40-56 | Received 12 Dec 2012, Accepted 11 Feb 2014, Published online: 05 Feb 2016
 

Abstract

The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools.

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