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

SMC Author

Peter Alter

SMC Affiliated Work

1

Author Role

co-author

Status

Faculty

School

Kalmanovitz School of Education

Department

Teacher Education

Document Type

Article

Publication Date

3-20-2018

Publication / Conference / Sponsorship

Preventing School Failure

Description/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

Scholarly

yes

Peer Reviewed

1

DOI

10.1080/1045988X.2017.1298562

Volume

62

Issue

1

First Page

13

Last Page

24

Disciplines

Education

Original Citation

Cooper, JustinT., Gage, Nicholas A., Alter, Peter J., LaPolla, Stefanie. MacSuga-Gage, Ashley. & Scott, Terrence M. (March 20, 2018). Educators self-reported training, use and perceived effectiveness of evidence-based classroom management practices. Preventing School Failure, 62(1), 13-24. 10.1080/1045988X.2017.1298562.

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