ERIC Number: EJ1161666
Record Type: Journal
Publication Date: 2018
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
EISSN: N/A
Educators' Self-Reported Training, Use, and Perceived Effectiveness of Evidence-Based Classroom Management Practices
Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.
Preventing School Failure, v62 n1 p13-24 2018
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.
Descriptors: Classroom Techniques, Evidence Based Practice, Self Disclosure (Individuals), Teacher Surveys, Teacher Competencies, Behavior Modification, Faculty Development, Program Implementation, Online Surveys, Regression (Statistics), Program Effectiveness, Educational Practices, Use Studies, Elementary Secondary Education, Statistical Analysis, Least Squares Statistics
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio; California; Kentucky; Virginia
Grant or Contract Numbers: N/A