ERIC Number: ED543769
Record Type: Non-Journal
Publication Date: 2007-Dec
Reference Count: 52
Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper
Oliver, Regina M.; Reschly, Daniel J.
National Comprehensive Center for Teacher Quality
The purpose of this paper is to provide research and recommendations related to teacher quality and effectiveness, specifically addressing the area of classroom management to improve outcomes in general and special education. Focusing on classroom organization and behavior management is necessary as a preventive approach for students who are at-risk for poor educational outcomes due to poverty, language status, minority status, and disabilities. This focus also is relevant to the general education classroom, where increasing numbers of students with disabilities are receiving instruction. The paper begins with a discussion of teacher preparation and professional development in classroom organization and management. It provides a tool outlining effective classroom management strategies to highlight the specific content and level of training that should be addressed in preservice teacher preparation. Next, it presents research and recommendations for improving teacher preparation. Finally, it outlines recommendations for improving professional development efforts. Appendix includes: Classroom Organization and Behavior Management Innovation Configuration.
Descriptors: Disabilities, Teacher Effectiveness, Outcomes of Education, Faculty Development, Classroom Techniques, Educational Objectives, Preservice Teachers, Teacher Education, Special Education, Poverty, Minority Group Students, Educational Innovation, Student Behavior
National Comprehensive Center for Teacher Quality. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 877-322-8700; Fax: 202-223-8939; e-mail: email@example.com; Web site: http://www.tqsource.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Sponsor: Department of Education (ED)
Authoring Institution: National Comprehensive Center for Teacher Quality