Educators self-reported training, use and perceived effectiveness of evidence-based classroom management practices

Justin Cooper, Nicholas Gage, Peter Alter, Stefanie LaPolla, Ashley MacSuga-Gage, Terrence Scott

Research output: Contribution to journalArticlepeer-review


A survey study of 248 educators in four states was conducted to identify respondents' formal training, use, and perceived effectiveness of 37 evidence-based classroom management practices within four general categories: (a) antecedent-based, (b) instructionally based, (c) consequence-based, and (d) self-management. Results indicated that, on average, only one in three respondents received formal training in most of the practices. However, 91% of responding educators reported formal training with antecedent-based practices, while just over half received formal training in self-management strategies. Results also indicated that formal training significantly predicted use of practices, but not perceptions of effectiveness. We describe implications for improving preservice and in-service teachers' formal training on evidence-based classroom management practices, as well as implications for practicing teachers.

Original languageAmerican English
JournalPreventing School Failure
StatePublished - Mar 20 2018


  • Behavior management
  • classroom management
  • professional development


  • Education

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