A Commentary on the Misalignment of Teacher Education and the Need for Classroom Behavior Management Skills

Stevenson, Nathan A.; VanLone, Janet; Barber, Brian R.

doi:10.1007/s43494-020-00031-1

Cited by 30 publications

(18 citation statements)

References 39 publications

(45 reference statements)

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“…In response, many states have lowered requirements for training and licensure, which only serves to feed the cycle of teachers entering the workforce ill-prepared to effectively address common behavior problems (Franco & Patrick, 2023). Classroom management is one of many topics in education that is, at once, a constant topic of discussion, and yet perpetually ignored by policymakers and higher education administrators as academic instruction is often prioritized over behavioral instruction (Stevenson et al, 2020).…”

Section: What Is Classroom Management and Why Focus On It?mentioning

confidence: 99%

“…This includes many common practices not exclusive to classroom management, but generally regarded as necessities for quality instruction (e.g., building relationships, greeting students at the door, using reminders, optimizing seating, providing behavior-specific praise, setting clear norms or expectations, supervising students; Sabornie & Espelage, 2023). Like many others, we regard classroom management as distinct from behavior management (Stevenson et al, 2020; e.g., focus on intensive behavioral needs of individuals), although these concepts have a great deal of overlap.…”

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confidence: 99%

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Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention

Stevenson,

McDaniel,

Hirsch

2023

Assessment for Effective Intervention

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This introduction to the special issue, “Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention,” overviews the importance of classroom management and how the field defines classroom management and previews the articles included in this special issue. The purpose of the special issue was to provide readers with wide-ranging assessment tools, their strengths, and weaknesses used to assess classroom management practices. This extends to how researchers analyze classroom management data and novel approaches to analyses. Readers will see the special issue leads with a thorough meta-analysis of existing classroom management assessment tools, followed by descriptions of other tools and related practices.

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Section: What Is Classroom Management and Why Focus On It?mentioning

confidence: 99%

mentioning

confidence: 99%

Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention

Stevenson,

McDaniel,

Hirsch

2023

Assessment for Effective Intervention

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“…The biggest hurdle educators report is how to effectively deal with students who exhibit challenging behaviors (Eisenman et al, 2015;Flower et al, 2017;Klopfer et al, 2019). Examples of challenging behaviors are excessive calling out, talking to/distracting peers, throwing objects around the room, walking around the room at inappropriate times, and using verbally or physically aggressive behaviors (Stevenson et al, 2020). These behaviors not only impede that student's learning, but also interfere with that of their peers.…”

Section: Classroom Managementmentioning

confidence: 99%

“…Some blame can be placed on the educator preparation program accrediting body, the Council Further, nowhere in the accreditation process is the institution of higher education mandated to provide classroom management instruction. By leaving this critical skill set out of the educator preparation program requirements for national accreditation, the accrediting body is not moving the field of education forward; and is, moreover, contributing further to the problem (Davis, 2018;Stevenson et al, 2020)…”

Section: National Accreditationmentioning

confidence: 99%

“…Another causal factor is that higher education professors place more emphasis on the knowledge of educational theory, content, and development of learners-as they have for decadesinstead of focusing on real-world applications (Davis, 2018;Eisenman et al, 2015). The antiquated process of teaching teachers what to know, instead of how to implement it effectively in a classroom, is a leading cause of novice teachers' inability to manage a classroom (Stevenson et al, 2020). Davis (2018) takes this argument one step further and concludes that teachers of educator preparation programs have themselves been out of the classroom for too long; and therefore, do not have ample knowledge or experience in classroom management strategies, and are thus unable to provide adequate instruction.…”

Section: Higher Educationmentioning

confidence: 99%

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Building positive student-teacher relationships: a foundational element for successful classroom management

Foecking

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The problem of practice under review was that novice teachers struggle with classroom management because they do not have the skills to intentionally build positive relationships with students; and therefore, a significant need for professional development exists. The purpose of this action research study was two-fold. Firstly, this study aimed to investigate the current reality of how novice teachersthose within their first five years of teaching-learn and implement classroom management skills.Further, this study attempted to determine effective professional development methods for aspiring and novice teachers to improve their professional practice, specifically in classroom management in a rural school district in northern New England. Participants in Cycle 1 were novice and pre-service teachers with further input from experts in professional development. Data collected during Cycle 1 consisted of semi-structured interviews to investigate the current reality of how novice teachers learn and implement classroom management skills. These interviews identified reasons why novice teachers are deficient in classroom management, but also clarified preferred methods of professional development to improve these skills. Action steps, including a series of professional development sessions, were designed, implemented, and evaluated in Cycle 2, and this aimed at improving an educator's capacity to build relationships with students as a tool to improve classroom management.Findings indicate that building positive relationships with students is a fundamental element of effective classroom management, and targeted professional development in this area can be an effective method of improving educators' capacity to do so. There are barriers to building these relationships and providing effective development, which must be considered and mitigated. Implications for the organization include recommendations on how to incorporate these findings into professional development opportunities for educators in the district.

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Cross‐cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN)

Chen,

Dutt,

Nair

2024

Behavioral Interventions

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Cross‐cultural adaptation and validation of measures are necessary to provide evidence‐based educational intervention services among children with autism spectrum disorder (ASD) across countries. Language plays an integral role in the cross‐cultural adaptation and validation process of measures. Currently, there are limited validated tools in Chinese available to assess special education teachers' skills in functional behavior assessments and interventions in Mainland China to effectively support students with ASD. This study aimed to validate a Chinese version of the Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN) in mainland China. The SNI‐FBAI, originally developed and validated in Singapore, in the English language, was translated, culturally adapted, and then administered to 239 special education teachers in two schools for children with ASD in China. Results show that the SNI‐FBAI‐CN has a three‐factor structure (i.e., skills in behavioral assessment, skills in behavioral interventions, and needs for training) that fits the data well, with good reliability for the overall scale, as well as the three subscales. Partial measurement invariance was established between the Chinese and the original Singapore samples, providing additional construct validity evidence for this tool. Limitations of this study and directions for future research are discussed.

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A Commentary on the Misalignment of Teacher Education and the Need for Classroom Behavior Management Skills

Cited by 30 publications

References 39 publications

Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention

Assessing Classroom Management Practices: Setting the Stage for Effective and Equitable Intervention

Building positive student-teacher relationships: a foundational element for successful classroom management

Cross‐cultural adaptation and validation of the Chinese version of Skills and Needs Inventories in Functional Behavior Assessments and Interventions (SNI‐FBAI‐CN)

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