Educators self-reported training, use and perceived effectiveness of evidence-based classroom management practices
SMC Affiliated Work
Kalmanovitz School of Education
Publication / Conference / Sponsorship
Preventing School Failure
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.
Behavior management, classroom management, professional development
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.
Cooper, Justin; Gage, Nicholas; Alter, Peter; LaPolla, Stefanie; MacSuga-Gage, Ashley; and Scott, Terrence. Educators self-reported training, use and perceived effectiveness of evidence-based classroom management practices (2018). Preventing School Failure. 62 (1), 13-24. 10.1080/1045988X.2017.1298562 [article]. https://digitalcommons.stmarys-ca.edu/school-education-faculty-works/445