Persistent Classroom Management Training Needs of Experienced Teachers

Main Article Content

Laura M. Stough
Marcia L. Montague
Leena Jo Landmark
Kendra Williams-Diehm

Abstract

Experienced special education teachers (n=62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found with respect to the type of classroom management theoretical approach used to train these teachers. Of those (74.2%) who received classroom management training post-graduation, the majority (64%) reported needing still further training in dealing with student behavior. Specific training desired was in whole-class management strategies, as well as in managing behaviors of students with disabilities. Results suggest that teachers’ training needs in classroom management may persist throughout their professional careers, even following intensive preservice training.

Downloads

Download data is not yet available.

Article Details

How to Cite
Stough, L. M., Montague, M. L., Landmark, L. J., & Williams-Diehm, K. (2015). Persistent Classroom Management Training Needs of Experienced Teachers. Journal of the Scholarship of Teaching and Learning, 15(5), 36–48. https://doi.org/10.14434/josotl.v15i5.13784
Section
Articles

References

Anderson, L., Evertson, C., & Brophy, J. (1979). An experimental study of effective teaching in first-grade reading groups. Elementary School Journal, 79, 193-223. http://dx.doi.org/10.1086/461151

Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64. http://www.jstor.org/stable/41064554?seq=2#page_scan_tab_contents

Berry, B., Hoke, M, & Hirsch, E. (2004). The search for highly qualified teachers. Phi Delta Kappan, 85, 684-689. http://dx.doi.org/10.1177/003172170408500909

Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turnover: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 73(1), 7-31. http://ecx.sagepub.com/content/75/1/7.full.pdf

Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Mahwah, NJ: Lawrence Erlbaum Associates. doi: 10.4324/9780203874783.ch2

Brownell, M. T., Ross, D. D., Colón, E. P., & McCallum, C. L. (2005). Critical features of special education teacher preparation: A comparison with general teacher education. The Journal of Special Education, 38, 242-252. doi:10.1177/00224669050380040601

Brownell, M. T., Sindelar, P. T., Kiely, M. T., & Danielson, L. C. (2010). Special education teacher quality and preparation: Exposing foundations, constructing a new model. Exceptional Children, 76,(3), 357-377. doi: 10.1177/001440291007600307

Cardona Moltó, M. C., Florian, L., Rouse, M., & Stough, L. M. (2010). Attitudes to diversity: a cross‐cultural study of education students in Spain, England and the United States. European Journal of Teacher Education, 33(3), 245-264. doi:10.1080/02619768.2010.495771

Coalition for Psychology in Schools and Education. (2006, August). Report on the Teacher Needs Survey. Washington, D.C.: American Psychological Association, Center for Psychology in Schools and Education.

Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51, 166-173. doi:10.1177/0022487100051003002

Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology and teacher education. Educational Psychologist, 36(2), 103-112. doi:10.1207/S15326985EP3602_5

Fuller, F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226. doi:10.3102/00028312006002207

George, N. L., George, M. P., Gersten, R. & Grosenick, J. K. (1995). To leave or to stay? An exploratory study of teachers of students with emotional and behavioral disorders. Remedial and Special Education, 16(4), 227-236. doi: 10.1177/074193259501600406

Gettinger, M., & Kohler, K. M. (2006). Process-outcome approaches to classroom management and effective teaching. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 72-95). Mahwah, NJ: Lawrence Erlbaum Associates. doi: 10.4324/9780203874783.ch4

Gilberts, G. H., & Lignugaris-Kraft, B. (1997). Classroom management and instruction competencies for preparing elementary and special education teachers. Teaching and Teacher Education, 13(16), 597-610. http://dx.doi.org/10.1016/S0742-051X(97)80003-0

Glickman, C.D., & Tamashiro, R.T. (1980). Clarifying teachers’ beliefs about discipline. Educational Leadership, 37(6), 459-464 doi: 10.1177/019263658006444019

Jones, V. (2006). How do teachers learn to be effective classroom managers? In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 887-907). Mahwah, NJ: Lawrence Erlbaum Associates. doi: 10.4324/9780203874783.ch33

Kaplan, L. S., Owings, W. A. (2003). No child left behind: The politics of teacher quality. Phi Delta Kappan, 84, 687-692. http://dx.doi.org/10.1177/003172170308400909

Kee, A. N. (2011). Feelings of preparedness among alternatively certified teachers: What is the role of program features? Journal of Teacher Education, 63(1), 23-38. http://dx.doi.org/10.1177/0022487111421933

MacPherson-Court, L., McDonald, L, & Sobsey, D. (2003). Inclusive education survey: Meeting the educational needs of preservice teachers. Developmental Disabilities Bulletin, 31(1), 57-85.

Martin, N. K., Shoho, A. R., & Yin, Z. (2003). Attitudes and beliefs regarding classroom management styles: The impact of teacher preparation versus experience. Research in the Schools, 10(2), 29-34.

McBee, R. (1998). Readying teachers for real classrooms. Educational Leadership, 55(5), 56-58.

Meister, D. G. & Melnick, S. A. (2003). National new teacher study: Beginning teachers’ concerns. Action in Teacher Education, 24(4), 87-94. doi:10.1080/01626620.2003.10463283

Mitchell, A. & Arnold, M. (2004). Behavior management skills as predictors of retention among south Texas special educators. Journal of Instructional Psychology, 31(3), 214-219. http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=038d4014-4d6c-45c5-a656897f4853fd64%40sessionmgr4001&vid=0&hid=4209

Nahal, S. P. (2010). Voices from the field: Perspectives of first-year teachers on the disconnect between teacher preparation programs and the realities of the classroom. Research in Higher Education, 8, 1-19. http://m.aabri.com/manuscripts/10446.pdf

O’Neill, S., & Stephenson, J. (2012). Does classroom management coursework influence preservice teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131-1143. http://dx.doi.org/10.1016/j.tate.2012.06.008

Oliver, R. M., & Reschly, D. J. (2007). Effective classroom management: Teacher preparation and professional development. Washington, DC: National Comprehensive Center for Teacher Quality. Retrieved from http://www.tqsource.org/topics/effectiveClassroomManagement.pdf

Oliver, R.M., & Reschly, D.J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders. Behavioral Disorders, 35(3), 188-199. doi: 10.4324/9780203817032.ch17

Omoteso, B. & Semudara, A. (2011). The relationship between teachers’ effectiveness and management of classroom misbehaviours in secondary schools. Psychology, 2, 902-908. doi: 10.4236/psych.2011.29136

Schonfeld, I. S., & Feinman, S. J. (2012). Difficulties of alternatively certified teachers. Education and Urban Society, 44(3), 215-246. doi: 10.1177/0013124510392570

Stough, L. M. (2006). The place of classroom management and standards in teacher education. In C. Evertson & C. Weinstein, (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (pp. 909-923). Mahwah, NJ: Erlbaum. 10.4324/9780203874783.ch34

Stough, L. M., & Montague, M. L. (2015). How teachers learn to be classroom managers. In E. Emmer (Ed), Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Erlbaum.

Stough, L. M., & Palmer, D. J. (2001, April). Teacher reflection: How effective special educators differ from novices. Paper presented at the annual meeting of the Council for Exceptional Children, Kansas City, MO. (ERIC Document No. ED463279).

Stough, L. M., Williams, K., & Montague, M. (2004, November). Classroom management content in teacher preparation programs. Paper presented at the Teacher Education Division of the Council for Exceptional Children, Albuquerque, NM.

Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A crosscase analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education. 62, 339-355. doi:10.1177/0022487111404241

Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54, 143-178. doi:10.3102/00346543054002143

Wang, M. C., Haertel, G. D., & Walberg, H. G. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63(3), 249-294. doi: 10.3102/00346543063003249

Watson, S. B. (2006). Novice science teachers: Expectations and experiences. Journal of Science Teacher Education, 17, 279-290. doi:10.1007/s10972-006-9010-y

Whitaker, S. D. (2003). Needs of beginning special education teachers: Implications for teacher education. Teacher Education and Special Education, 26(2), 106-117. doi: 10.1177/088840640302600204

White, M. & Mason, C. Y. (2006). Components of a successful mentoring program for beginning special education teachers: Perspectives from new teachers and mentors. Teacher Education and Special Education, 29(3), 191-201. doi: 10.1177/088840640602900305

Whitney, L., Golez, F., Nagel, G., & Nieto, C. (2002). Listening to voices of practicing teachers to examine the effectiveness of a teacher education program. Action in Teacher Education, 23(4), 69-76. doi:10.1080/01626620.2002.10463090