Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices. Issue 1 (2nd January 2018)

• Record Type: Journal Article
• Authors: Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.
• Is Part Of: Preventing school failure. Volume 62:Issue 1(2018)
• Page Start: 13
• Page End: 24
• Publication Date: 2018-01-02
• Subjects: Behavior management -- classroom management -- professional development; Problem children -- Education -- Periodicals; Children with disabilities -- Education -- Periodicals; School failure -- Periodicals; Education -- Periodicals; 371
• DOI: 10.1080/1045988X.2017.1298562
• Languages: English
• ISSNs: 1045-988X

Abstract

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.