Beginning Teachers' Use of Classroom Management Training. R&D Rep. 6019

This study compares classroom management behaviors of two groups: beginning teachers and teachers with one year of teaching experience. It also examines differences in the ability of beginning teachers and second-year teachers to incorporate classroom management training in the establishment and maintenance of learning environments. The analysis focuses on a subsample of 29 teachers (11 beginning and 18 second-year) participating in the Junior High Management Improvement Study. Participants studied a manual, attended two workshops at the beginning of the year, and were observed periodically to assess training effects and student and teacher behaviors. Teachers were interviewed at the end of the year, and completed questionnaires regarding their use of the training materials. Results indicated that though there were treatment effects for second-year teachers, most beginning teachers were not able to implement most of the management recommendations. Second-year teachers used good classroom management strategies more consistently and were more successful in maintaining student engagement. Beginning teachers' inability to use the recommended behaviors appeared to be related to their lack of experience and understanding of classroom processes, rather than lack of attention to training materials. (Author/JD)