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.
Learners can be as diverse as the opportunities through which learning takes place. Educators in non-formal (i.e., museum) settings must embrace the inevitable heterogeneity of learner groups in order to offer meaningful experiences, just as do educators in formal (i.e., classroom) realms. This awareness can and should be the impetus for planning instruction of any kind considering the strengths and areas of focus for learners as unique entities, even if educated in a whole group scenario. This chapter will offer a novel interpretation of learning technology to include models and frameworks of support, such as Universal Design for Learning (UDL). The recognition, strategic, and affective cognitive networks provide a structure for how differentiation can be operationalized and applied so that access to instruction is maximize while barriers are minimized.
The purpose of this chapter is to explore the use of a course management system (CMS) platform, Blackboard, which offers a framework for electronic resources accessed via technology (i.e., discussion boards, online tutorials, simulations, etc.), and will speak to how using CMS in this fashion allows teachers in higher education to address universal design for learning (UDL) in a way that is responsive to various learner profiles. This chapter offers an investigation of the implications of using CMS as a flexible method to employ UDL via blended learning and its influence on students in institutions of higher education (IHE). The authors provide strategies that emphasize best practice based on research in conjunction with their combined varied and extensive experience teaching face-to-face, blended, and asynchronous online courses in IHL.
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