Skip to main content
Have a personal or library account? Click to login
Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions Cover

Teachers’ Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers’ Preparation Programmes and In-service Conditions

By:  and    
Open Access
|Mar 2015

References

  1. Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing pre-service teachers’ use of differential reinforcement: Effects of performance feedback on consequences for student behavior.,, 169–183.
  2. Begeny, J. C., & Martens, B.K. (2006). Assessing pre-service teachers’ training in empirically validated behavioral instruction practices., 262–285.
  3. Brophy, J. E., & McCaslin, M. (1992). Teachers’ reports of how they perceive and cope with problem students.,(1), 2–68.
  4. Brownell, M. T., Smith, S. W., McNellis, J. R., & Miller, M. D. (1997). Attrition in special education: Why teachers leave the classroom and where they go.,(3), 143–155.
  5. Capizzi, A. M., Wehby, J. H., & Sandmel, K. (2010). Enhancing mentoring of teacher candidates through consultative feedback on videotaped instructional delivery.(3), 191–212.
  6. Clunies-Ross, P., Little, E., & Kienhuis, M. (2008). Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behavior.(6), 693–710.
  7. Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.),(pp. 1041–1062). Mahwah, NJ: Lawrence Erlbaum Associates.
  8. Frey, A. J., Park, K. L., Browne-Ferrigno, T., & Korfhage, T. L. (2010). The social validity of program-wide positive behavior support.,(4), 222–235.
  9. Hamill, L. B, & Dever, R. B. (1998). Preparing for inclusion: Secondary teachers describe their professional experiences.(1), 18–26.
  10. Horner, R. H., & Sugai, G. (2000). School-wide behavior support: An emerging initiative., 231–233.
  11. Housego, B. E. (1990). A comparative study of student teachers’ feelings of preparedness to teach., 223–239.
  12. Kennedy, M. J., & Thomas C. N. (2012). Effects of content acquisition podcasts to develop preservice teachers’ knowledge of positive behavioral interventions and supports.,, 1–19.
  13. Leana, C. R. (2011). The missing link in school reform., 30–35.
  14. Levine, A. (2006).. Washington, DC: The Education Schools Project.
  15. McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades.,(3), 146–154.
  16. McIntosh, K., Horner, R. H., Chard, D., Dickey, C. R., & Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings.,(3), 131–147.
  17. Merrett, F., & Wheldall, K. (1993). How do teachers learn to manage classroom behavior? A study of teachers’ opinions about their initial training with special reference to classroom behavior management.,, 91–106.
  18. Moore-Partin, T. C., Robertson, R., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior.(3), 172–178.
  19. National Council on Teacher Quality. (2014).. Retrieved January 26, 2014, from
  20. Oliver, R. M., & Reschly, D. J. (2007).. Washington, DC: National Comprehensive Center for Teacher Quality.
  21. Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders.,(3), 188–199.
  22. Oliver, R. M., Wehby, J. H., & Reschly, D. (2011).. Retrieved April 6, 2013, from
  23. O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence?,, 1131–1143.
  24. Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers., 1–13.
  25. Reupert, A., & Woodcock, S. (2010). Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies.,, 1261–1268.
  26. Ross, S. W., Romer, N., & Horner, R. H. (2012). Teacher well-being and the implementation of school-wide positive behavior interventions and supports.,(2), 118–128.
  27. Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies.,(2), 129–136.
  28. Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice.,(3), 351–380.
  29. Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2012). Teacher self-monitoring to increase specific praise rates.. doi: 10.1177/1098300712440453
  30. Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise.,(4), 300–318.
  31. Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers.,(4), 567–584.
  32. Sugai, G. (2009).. Retrieved February 12, 2013, from
  33. Tillery, A. D., Varjas, K., Meyers, J., & Smith Collins, A. (2010). General education teachers’ perceptions of behavior management and intervention strategies.,(2), 86–102.
  34. Walker, H. M., & Severson, H. H. (2002). Developmental prevention of at-risk outcomes for vulnerable antisocial children and youth. In K. L. Lane, F. M., Gresham & T. E. O’Shaughnessy (Eds.),(pp. 177–194). Boston: Allyn & Bacon.
  35. Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices.,(1), 48–63.
DOI: https://doi.org/10.2478/jtes-2014-0012 | Journal eISSN: 1691-5534 | Journal ISSN: 1691-4147
Language: English
Page range: 71 - 87
Published on: Mar 11, 2015
Published by: Daugavpils University
In partnership with: Paradigm Publishing Services

© 2015 Laura Ficarra, Kevin Quinn, published by Daugavpils University
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.