Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

doi:10.1177/0741932516683631

Cited by 47 publications

(53 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Despite significant literature to inform implementation of evidence-based classroom management strategies to improve student behavior (Simonsen et al 2008), teachers often lack the knowledge or training to implement effective classroom management strategies reducing problem behavior responses (Moore et al 2017). Because display of off-task or disruptive behavior can impede learning for all students in the classroom, supporting teachers in implementation of effective management methods is essential.…”

Section: Introductionmentioning

confidence: 99%

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

2021

View full text Add to dashboard Cite

Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

show abstract

Section: Introductionmentioning

confidence: 99%

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

2021

View full text Add to dashboard Cite

show abstract

“…During the Preimplementation phase and at study conclusion, a classroom management survey was completed by teachers to provide background information on their understanding and use of best practices in classroom management. This survey was adapted from two different measures—the Classroom Ecology Checklist (CEC; Reinke, Herman, & Sprick, 2011) and the Teachers’ Knowledge and Use of Classroom and Behavior Management Strategies (Borthwisck-Duffy, Lane, & Mahdavi, 2002; Moore, Oliver, & Wehby, 2012)—and consisted of 64 items. The first item set pertained to current knowledge of best practices in classroom management strategy had four response options (1 = no knowledge , 2 = limited knowledge , 3 = somewhat knowledgeable , and 4 = very knowledgeable ; Moore et al, 2012), and has demonstrated good internal consistency reliability (α = .91).…”

Section: Methodsmentioning

confidence: 99%

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

Sanetti

Williamson

Long

et al. 2017

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

Evidence-based classroom management practices can be organized into five "critical" areas: (a) maximizing structure and predictability (e.g., physical layout facilitates engagement, defining and teaching classroom routines), (b) establishing and teaching expectations (e.g., positively stated expectations; teaching/posting behavior expectations), (c) engaging students in observable ways (e.g., opportunities to respond, direct instruction), (d) using a continuum of strategies to recognize appropriate behaviors (e.g., behavior-specific praise), and (e) using a continuum of strategies to respond to inappropriate behaviors (e.g., brief corrections for inappropriate behavior differential reinforcement; Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008; Office of Special Education Programs, 2016). Effective implementation of these practices promotes student engagement and academic outcomes and decreases disruptive behavior (Epstein et al., 2008). Conversely, poor classroom management implementation has been linked to increased risk for long-term negative academic, social, and behavioral outcomes (Epstein et al., 2008). Despite these findings, research consistently indicates classroom management practices are not implemented with sufficient implementation fidelity (Briere,

show abstract

“…Furthermore, when teachers are surveyed about the classroom management practices they employ, they consistently report using mostly research-informed, proactive practices at high rates (e.g. Borgmeier, Loman, & Hara, 2016; Cooper et al, 2018; Moore et al, 2017). This finding may be due to the nature of self-report, with some studies revealing that practising teachers tend to report inflated levels of knowledge and use of practices (Hartman & Nelson, 1992; Stark, Snow, Eadie, & Goldfeld, 2016).…”

Section: Introductionmentioning

confidence: 99%

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Hepburn

Beamish

2019

Improving Schools

View full text Add to dashboard Cite

Proactive classroom management is associated with increased teacher wellbeing and improved student learning outcomes. Yet research indicates that many teachers over-report and underuse practices associated with this approach. The research findings reported here were drawn from semi-structured interviews conducted with 26 government secondary school teachers in Queensland, Australia. These teachers favoured a classroom management approach based on establishing positive relationships with students, but they raised challenges related to cultivating student engagement, meeting the diverse needs of learners and adherence to school disciplinary procedures. Although they felt generally confident with classroom management and were relatively satisfied with student behaviour, they identified a need for better initial teacher preparation, improved induction support and opportunities for ongoing professional development for classroom management.

show abstract

Teachers’ Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

Cited by 47 publications

References 21 publications

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

Increasing In-Service Teacher Implementation of Classroom Management Practices Through Consultation, Implementation Planning, and Participant Modeling

Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland

Contact Info

Product

Resources

About