Behavior and classroom management: Are teacher preparation programs really preparing our teachers?

Flower, Andrea; McKenna, John; Haring, Christa

doi:10.1080/1045988x.2016.1231109

Cited by 127 publications

(87 citation statements)

References 22 publications

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“…Teacher Preparation A majority of teachers feel unprepared to deal with classroom bullying (Flower et al 2017). Teachers traditionally receive little pre-service training in classroom management (Mason and Downing 2014).…”

Section: Context: Exosystemmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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This article makes the case for shifting the national focus from bullying prevention to the systemic integration of evidence-based practices of social and emotional learning (SEL) into US school programs and policies. Several meta-analyses demonstrate that SEL is a promising approach for reducing a range of disruptive behaviors in schools. The data also show that SEL enhances school engagement and climate, interpersonal relationships, well-being, and academic achievement. We critically analyze existing approaches to bullying prevention in the USA and, from a bioecological perspective, describe their limitations, in addition to the importance of emotions in the organization of children's development. We discuss why schools should address the social and emotional development of children and adults in order to decrease harmful behaviors, form positive relationships, support psychological health, and offer more effective education. The bioecological perspective provides a framework for successfully integrating whole-school, evidence-based approaches to SEL, including statewide adoption of SEL standards and increased focus on school climate.

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Section: Context: Exosystemmentioning

confidence: 99%

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Divecha

Brackett

2019

Int Journal of Bullying Prevention

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“…Despite the diversity of opinions, though, what they do seem to agree upon (see e.g., Kalin and Zuljan, 2007;Reynolds, 2010;Saitis and Saiti, 2018) is that, in order for schools to be considered effective, they should (among other things) demonstrate competent leadership, regularly updated curricula and textbooks, adequate teaching means, proper material and technical infrastructure, unobstructed administrational operation as well as close cooperation with parents (Thoonen, 2012;Babalis and Tsoli, 2017). What they particularly need, though, is scientifically and pedagogically trained teaching staff with adequate and updated knowledge/skills and a positive attitude with regard to teaching, learning, and classroom management aspects (Flower et al, 2017;Révai and Guerriero, 2017). Indeed, it is common knowledge in modern management theory-both within and outside the educational field-that in order for an organization such as a school unit to operate effectively, material resources per se are not sufficient and cannot yield results without the contribution of staff members (Gamage and Pank, 2003).…”

Section: Introductionmentioning

confidence: 99%

Resolving School Staffing Problems in Greece: A Strategic Management Approach

Alexopoulos

2019

Front. Educ.

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Schooling constitutes one of the most fundamental means to social well-being, cultural advancement, and economic growth in a nation. In order for school units to be effective in this role, it is imperative for their teaching staff to be well-trained, skilled, and eager to perform their duties. In Greece, staffing in primary and secondary public education is performed at a central level by the Ministry of Education, whose utmost priority is to safeguard transparency in the selection process rather than select those candidates who would be most capable of improving the operation of the country's public schools (in terms of its pedagogical, teaching, and administrative functions). Since early January 2019, the Greek Ministry of Education has reviewed existing school staffing practices, sparking reactions among the education community and professional teachers' unions as well as fueling discussions in society. The aim of this study is to critically deliberate upon school staffing practices in Greece by perusing pertinent literature and legislation. In particular, through the strategic management approach, it shall investigate whether school staffing in Greek schools is consistent with current and future education requirements concerning teaching staff with adequate knowledge and skills, as well as proper attitudes and behaviors. The present study also aims at identifying the degree to which this system provides newly appointed teaching staff with professional support so as to ensure a smooth and productive incorporation into the school unit.

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“…This supports the literature that there does not seem to be any statistically significant or distinguishable differences in the two groups of teachers. Research does support that, generally speaking, behavior management is one of the issues that many teachers struggle with (Evertson & Weinstein, 2006;Flower, McKenna, & Haring, 2017;Melnick & Meister, 2008;Piwowar, Thiel, & Ophardt, 2013). These findings indicate that alternatively certified teachers felt less prepared to handle classroom management and behavioral issues than did traditionally certified teachers, although the effect was small.…”

Section: Discussionmentioning

confidence: 93%

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

Bowen¹,

Williams²,

Napoleon³

et al. 2019

JTE

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There is a national conversation about a secondary teacher shortage and the lack of qualified teachers in the classroom. Over recent years, there has been a rise in the number of alternatively certified teachers to fill these positions. This is particularly true in the field of career and technical education. However, there is a debate on whether an alternatively certified teacher is as effective as a traditionally certified teacher. The level of preparedness has been identified as a critical factor in teacher effectiveness. This study looks at the differences in perceived preparedness of early career technology and engineering education teachers to determine if there is a difference between alternatively and traditionally certified teachers. The Schools and Staffing Survey Teacher Questionnaire was used as a generalizable national dataset. The results show that there is no statistically significant difference in the level of perceived preparedness of early career alternatively and traditionally certified technology and engineering education teachers. One construct within preparedness, behavior management, was statistically significant for traditionally certified teachers. By better understanding the nature of teachers in regard to preparedness and certification type, further research can be conducted to better prepare teachers in the field of technology and engineering education.

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Behavior and classroom management: Are teacher preparation programs really preparing our teachers?

Cited by 127 publications

References 22 publications

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Rethinking School-Based Bullying Prevention Through the Lens of Social and Emotional Learning: a Bioecological Perspective

Resolving School Staffing Problems in Greece: A Strategic Management Approach

Teacher Preparedness: A Comparison of Alternatively and Traditionally Certified Technology and Engineering Education Teachers

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