Jump to ContentJump to Main Navigation
Show Summary Details
In This Section

Journal of Teacher Education for Sustainability

The Journal of the Institute of Sustainable Education

2 Issues per year


CiteScore 2016: 0.95

SCImago Journal Rank (SJR) 2016: 0.207
Source Normalized Impact per Paper (SNIP) 2016: 0.876

Open Access
Online
ISSN
1691-5534
See all formats and pricing
In This Section

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Laura Ficarra
  • Corresponding author
  • University at Albany, State University of New York, the United States of America
  • Email:
/ Kevin Quinn
  • University at Albany, State University of New York, the United States of America
Published Online: 2015-03-11 | DOI: https://doi.org/10.2478/jtes-2014-0012

Abstract

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

Keywords: classroom management; teacher education; special education; Positive Behavioral Interventions and Supports (PBIS); evidence-based

References

  • Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior. Journal of Behavior Education, 19, 169–183.Google Scholar

  • Begeny, J. C., & Martens, B.K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices. School Psychology Quarterly, 21, 262–285.CrossrefGoogle Scholar

  • Brophy, J. E., & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 2–68.CrossrefGoogle Scholar

  • Brownell, M. T., Smith, S. W., McNellis, J. R., & Miller, M. D. (1997). Attrition in special education: Why teachers leave the classroom and where they go. Exceptionality, 7(3), 143–155.Google Scholar

  • Capizzi, A. M., Wehby, J. H., & Sandmel, K. (2010). Enhancing mentoring of teacher candidates through consultative feedback on videotaped instructional delivery. Teacher Education and Special Education, 33(3), 191–212.Google Scholar

  • Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior. Educational Psychology, 28(6), 693–710.CrossrefWeb of ScienceGoogle Scholar

  • Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1041–1062). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar

  • Frey, A. J., Park, K. L., Browne-Ferrigno, T., & Korfhage, T. L. (2010). The social validity of program-wide positive behavior support. Journal of Positive Behavior Interventions, 12(4), 222–235.CrossrefGoogle Scholar

  • Hamill, L. B, & Dever, R. B. (1998). Preparing for inclusion: Secondary teachers describe their professional experiences. American Secondary Education, 27(1), 18–26.Google Scholar

  • Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative. Journal of Positive Behavioral Interventions, 2, 231–233.Google Scholar

  • Housego, B. E. (1990). A comparative study of student teachers’ feelings of preparedness to teach. Alberta Journal of Educational Research, 36, 223–239.Google Scholar

  • Kennedy, M. J., & Thomas C. N. (2012). Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports. Exceptionality, 20, 1–19.Web of ScienceGoogle Scholar

  • Leana, C. R. (2011). The missing link in school reform. Stanford Social Innovation Review, Fall Edition, 30–35.Google Scholar

  • Levine, A. (2006). Educating school teachers. Washington, DC: The Education Schools Project.PubMedGoogle Scholar

  • McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavior Interventions, 8(3), 146–154.CrossrefGoogle Scholar

  • McIntosh, K., Horner, R. H., Chard, D., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. The Journal of Special Education, 42(3), 131–147.Web of ScienceCrossrefGoogle Scholar

  • Merrett, F., & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers’ opinions about their initial training with special reference to classroom behavior management. Educational Studies, 19, 91–106.CrossrefGoogle Scholar

  • Moore-Partin, T. C., Robertson, R., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Behavior, 54(3), 172–178.Google Scholar

  • National Council on Teacher Quality. (2014). Training our future teachers: Classroom management. Retrieved January 26, 2014, from www.nctq.org/teacherPrep

  • Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: National Comprehensive Center for Teacher Quality.Google Scholar

  • Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 188–199.Google Scholar

  • Oliver, R. M., Wehby, J. H., & Reschly, D. (2011). The effects of teachers’ classroom management practices on disruptive or aggressive student behavior. Retrieved April 6, 2013, from http://campbellcollaboration.org

  • O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131–1143.Web of ScienceGoogle Scholar

  • Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1–13.Web of ScienceCrossrefGoogle Scholar

  • Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies. Teaching and Teacher Education, 26, 1261–1268.Web of ScienceGoogle Scholar

  • Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 14(2), 118–128.CrossrefGoogle Scholar

  • Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies. Preventing School Failure, 56(2), 129–136.Google Scholar

  • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.Google Scholar

  • Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2012). Teacher self-monitoring to increase specific praise rates. Journal of Positive Behavior Interventions. doi: 10.1177/1098300712440453CrossrefGoogle Scholar

  • Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33(4), 300–318.Google Scholar

  • Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567–584.Web of ScienceGoogle Scholar

  • Sugai, G. (2009). School-wide positive behavior support and response to intervention. Retrieved February 12, 2013, from http://www.rtinetwork.org/learn/behaviorsupports/schoolwidebehavior

  • Tillery, A. D., Varjas, K., Meyers, J., & Smith Collins, A. (2010). General education teachers’ perceptions of behavior management and intervention strategies. Journal of Positive Behavior, 12(2), 86–102.Google Scholar

  • Walker, H. M., & Severson, H. H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M., Gresham & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 177–194). Boston: Allyn & Bacon.Google Scholar

  • Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31(1), 48–63.CrossrefWeb of ScienceGoogle Scholar

About the article

Published Online: 2015-03-11

Published in Print: 2014-12-01


Citation Information: Journal of Teacher Education for Sustainability, ISSN (Online) 1691-5534, DOI: https://doi.org/10.2478/jtes-2014-0012.

Export Citation

© Laura Ficarra and Kevin Quinn. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. BY-NC-ND 3.0

Citing Articles

Here you can find all Crossref-listed publications in which this article is cited. If you would like to receive automatic email messages as soon as this article is cited in other publications, simply activate the “Citation Alert” on the top of this page.

[1]
Anita Pipere, Marika Veisson, and Ilga Salīte
Journal of Teacher Education for Sustainability, 2015, Volume 17, Number 2

Comments (0)

Please log in or register to comment.
Log in