<abstract xmlns="http://www.w3.org/1999/xhtml"><p>In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.</p></abstract>

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and Supports (PBIS) had significantly higher mean knowledge ratings in the area of posting, teaching, reviewing, monitoring and reinforcing expectations than those who do not teach in a PBIS school. Teachers certified in special education had significantly higher knowledge and competency ratings in relation to maximising structure, using a continuum of strategies to acknowledge appropriate behaviour and employing a variety of techniques to respond to inappropriate behaviour than those not certified in special education. Teachers’ knowledge of each of these practices came mostly from in-service sources. Implications of these findings for teachers’ preparation in classroom management are discussed.

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

University at Albany, State University of New York, the United States of America

Journal of Teacher Education for Sustainability

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

In the present investigation, teachers’ self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed....

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Publié en ligne: 11 mars 2015

Pages: 71 - 87

DOI: https://doi.org/10.2478/jtes-2014-0012

Mots clés
classroom management, teacher education, special education, Positive Behavioral Interventions and Supports (PBIS), evidence-based

© Laura Ficarra and Kevin Quinn

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

Publié en ligne: 11 mars 2015

Pages: 71 - 87

DOI: https://doi.org/10.2478/jtes-2014-0012

Mots clésclassroom management, teacher education, special education, Positive Behavioral Interventions and Supports (PBIS), evidence-based

© Laura Ficarra and Kevin Quinn

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
classroom management, teacher education, special education, Positive Behavioral Interventions and Supports (PBIS), evidence-based