Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices
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...
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| Veröffentlicht in: | Preventing school failure 2018-01, Vol.62 (1), p.13-24 |
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| container_title | Preventing school failure |
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| creator | Cooper, Justin T. Gage, Nicholas A. Alter, Peter J. LaPolla, Stefanie MacSuga-Gage, Ashley S. Scott, Terrance M. |
| description | 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. |
| doi_str_mv | 10.1080/1045988X.2017.1298562 |
| format | Article |
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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. 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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.</description><subject>Behavior management</subject><subject>Behavior Modification</subject><subject>classroom management</subject><subject>Classroom Techniques</subject><subject>Educational Practices</subject><subject>Elementary Secondary Education</subject><subject>Evidence Based Practice</subject><subject>Faculty Development</subject><subject>Least Squares Statistics</subject><subject>Online Surveys</subject><subject>professional development</subject><subject>Program Effectiveness</subject><subject>Program Implementation</subject><subject>Regression (Statistics)</subject><subject>Self Disclosure (Individuals)</subject><subject>Statistical Analysis</subject><subject>Teacher Competencies</subject><subject>Teacher Surveys</subject><subject>Use Studies</subject><issn>1045-988X</issn><issn>1940-4387</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNp9UE1r3DAUNCWFfDQ_ISDooZd4q0_burWETZMS6KWF3sSz9BQcbMmVtAn599GyaY45vYGZeTNM01wwumF0oF8ZlUoPw98Np6zfMK4H1fEPzQnTkrZSDP1RxVXT7kXHzWnOD5RSJlh_0pSt21koMeUvJOPs24RrTAUdKQmmMIX7S7LLeEkgOLJisjg9VhK9R1sqDJgziZ7g4-QwWGxHyJW3M-ScYlzIAgHuccFQyJqgeizmT81HD3PG89d71vy53v6-umnvfv24vfp-11rR0dLKHlB5SjW40SnV-4FxpYV0AhCo0tIhs3wUYrQeFEivR6lrM-Yp15oxcdZ8PvxdU_y3w1zMQ9ylUCMNHzgdhOSSVpU6qGyKtTR6s6ZpgfRsGDX7gc3_gc1-YPM6cPVdHHyYJvvm2f5krGNd11X-24Gfgo9pgaeYZmcKPM8x-QTBTtmI9yNeAGt5ji4</recordid><startdate>20180102</startdate><enddate>20180102</enddate><creator>Cooper, Justin T.</creator><creator>Gage, Nicholas A.</creator><creator>Alter, Peter J.</creator><creator>LaPolla, Stefanie</creator><creator>MacSuga-Gage, Ashley S.</creator><creator>Scott, Terrance M.</creator><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20180102</creationdate><title>Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices</title><author>Cooper, Justin T. ; Gage, Nicholas A. ; Alter, Peter J. ; LaPolla, Stefanie ; MacSuga-Gage, Ashley S. ; Scott, Terrance M.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c360t-47ae5f009adbd557f8125934d3aea0594de1c2b33bcfa5a4f9b49eff1f0299113</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Behavior management</topic><topic>Behavior Modification</topic><topic>classroom management</topic><topic>Classroom Techniques</topic><topic>Educational Practices</topic><topic>Elementary Secondary Education</topic><topic>Evidence Based Practice</topic><topic>Faculty Development</topic><topic>Least Squares Statistics</topic><topic>Online Surveys</topic><topic>professional development</topic><topic>Program Effectiveness</topic><topic>Program Implementation</topic><topic>Regression (Statistics)</topic><topic>Self Disclosure (Individuals)</topic><topic>Statistical Analysis</topic><topic>Teacher Competencies</topic><topic>Teacher Surveys</topic><topic>Use Studies</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Cooper, Justin T.</creatorcontrib><creatorcontrib>Gage, Nicholas A.</creatorcontrib><creatorcontrib>Alter, Peter J.</creatorcontrib><creatorcontrib>LaPolla, Stefanie</creatorcontrib><creatorcontrib>MacSuga-Gage, Ashley S.</creatorcontrib><creatorcontrib>Scott, Terrance M.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Preventing school failure</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Cooper, Justin T.</au><au>Gage, Nicholas A.</au><au>Alter, Peter J.</au><au>LaPolla, Stefanie</au><au>MacSuga-Gage, Ashley S.</au><au>Scott, Terrance M.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1161666</ericid><atitle>Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices</atitle><jtitle>Preventing school failure</jtitle><date>2018-01-02</date><risdate>2018</risdate><volume>62</volume><issue>1</issue><spage>13</spage><epage>24</epage><pages>13-24</pages><issn>1045-988X</issn><eissn>1940-4387</eissn><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. 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| fulltext | fulltext |
| identifier | ISSN: 1045-988X |
| ispartof | Preventing school failure, 2018-01, Vol.62 (1), p.13-24 |
| issn | 1045-988X 1940-4387 |
| language | eng |
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| source | Education Source |
| subjects | Behavior management Behavior Modification classroom management Classroom Techniques Educational Practices Elementary Secondary Education Evidence Based Practice Faculty Development Least Squares Statistics Online Surveys professional development Program Effectiveness Program Implementation Regression (Statistics) Self Disclosure (Individuals) Statistical Analysis Teacher Competencies Teacher Surveys Use Studies |
| title | Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices |
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