Towards Implementation of Evidence-Based Practices for Classroom Management in Australia: A Review of Research Abstract

Abstract

The components of effective classroom management are well established; yet concerns regarding student disengagement and the underuse of evidence-based behaviour support practices in Australian schools remain. This paper reports the findings from a systematic literature review conducted to identify what is currently known about teacher implementation of evidence-based classroom management practices. The analysis indicates that teachers underuse many evidence-based practices but may over-report frequency of use. Australian research on teacher implementation of evidence-based practices for classroom management is lacking, and the impact of Schoolwide Positive Behaviour Support (SWPBS) implementation on teacher practice is unknown, despite the adoption of SWPBS in many Australian jurisdictions.

Developments in the Implementation of Positive Behavioral Interventions and Supports in Australian Schools

“…A factor affecting the scale of implementation of PBIS across Australian education jurisdictions is the level of teacher awareness (Hepburn & Beamish, 2019). In some training institutions, PBIS and evidence-based practices are included in preservice teacher classroom management courses, but these typically compete for space with classroom management approaches and models, both evidence- and non-evidence-based (O’Neill & Stephenson, 2014).…”

Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

“…This aspect has been considered to be particularly important in successful classroom management (Korpershoek et al, 2016). Researchers argue that authoritative teachers focusing on positive behavior support are more successful in the prevention of unwanted behavior than those employing reactive strategies and attributing problems to external factors (Alter and Haydon, 2017;Hepburn and Beamish, 2019). It is noteworthy that positive behavior support does not rule out negative consequences, as long as they are a logical fit for the rule, and it can be argued that teaching rules with clear positive and negative consequences can be an effective strategy when managing a primary school classroom (Alter and Haydon, 2017).…”

Effective Teacher Professional Learning on Classroom Behaviour Management: A Review of Literature

“…Despite the importance of classroom behaviour management, teachers often report low confidence and feelings of being ill prepared in classroom behaviour management (Butler & Monda-Amaya, 2016;Hepburn & Beamish, 2019;Reinke, Stormont, Herman, Puri, & Goel, 2011;Skiba, Ormiston, Martinez, & Cummings, 2016). Even when teachers have the knowledge of evidence-based classroom management strategies, they may not implement the practices consistently (Jeffrey, McCurdy, Ewing, & Polis, 2009;Reinke et al, 2014).…”

“…Classroom management has been reported as one of the greatest concerns of new teachers (Australian Education Union, 2008;He & Cooper, 2011;Lew & Nelson, 2016). Although teacher educators have recognised the importance of classroom behaviour management skills, classroom management content in most pre-service teacher education programs is often considered as too limited, or too theoretical and lacking practical value (Hepburn & Beamish, 2019;Jones, 2006;O'Neill & Stephenson, 2011;Stough & Montague, 2015).…”