| Teachers exert critical influence on student outcomes, both academic and behavioral. The under-preparedness of pre-service and in-service teachers in the area of classroom management has been well-documented within the literature. Specifically, teachers' self-report and observational data reveal that educators are ill-equipped with effective strategies necessary to support students' social-emotional functioning.;At a time in education when accountability is emphasized and student outcomes continue to be scrutinized, it is essential that practices employed are efficient and effective. Thus, the evidence-based practices in classroom management (e.g. Simonsen et al., 2008) offer important operationalizations of this critical skill set. The purpose of this dissertation was multi-faceted. First, an empirical review of the literature was conducted related to the preparation of pre-service (e.g. coursework and fieldwork) and in-service teachers (e.g. professional development, on-the-job learning, and school improvement endeavors such as Positive Behavioral Interventions and Supports; PBIS) in the area of classroom management. Secondly, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices was determined and analyzed descriptively. Thirdly, the survey ratings of teachers who worked in a PBIS school and those with certification in Special Education were compared to those without such credentials. Finally on the survey, teachers reflected on how they learned evidence-based classroom management practices.;The results of this study suggest that teachers who work in a PBIS school (n=35) had statistically-significantly higher mean knowledge ratings in the posting, teaching, reviewing, monitoring, and reinforcing expectations subscale than those who did not work in a PBIS school (n=42). Teachers who were certified in Special Education (n=30) self-reported statistically-significantly higher knowledge and competency ratings in the maximizing structure, using a continuum of strategies to acknowledge appropriate behavior, and employing a variety of techniques to respond to inappropriate behavior subscales than those who were not certified in Special Education (n=47). On average, at least 49% of teachers' self-reported knowledge of each of the evidence-based classroom management practices came from in-service, rather than pre-service, sources. Implications of these findings for teacher preparation in the area of classroom management from pre- and in-service structures are discussed. |
