Educators' Self-Reported Training, Use, and Perceived Effectiveness of Evidence-Based Classroom Management Practices

Autor/inn/en	Cooper, Justin T.; Gage, Nicholas A.; Alter, Peter J.; LaPolla, Stefanie; MacSuga-Gage, Ashley S.; Scott, Terrance M.
Titel	Educators' Self-Reported Training, Use, and Perceived Effectiveness of Evidence-Based Classroom Management Practices
Quelle	In: Preventing School Failure, 62 (2018) 1, S.13-24 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2017.1298562
Schlagwörter	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; Ohio; California; Kentucky; Virginia + Suchen Sie Ihr Suchwort? Klassenführung; Lehrkunst; Behaviour modification; Verhaltensänderung; Regression; Regressionsanalyse; Bildungspraxis; Benutzerschulung; Statistische Analyse; Kalifornien
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. 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01