Examining educators’ views of classroom management and instructional strategies: school-site capacity for supporting students’ behavioral needs

Wendy Peia Oakes, Emily D. Cantwell, Kathleen Lynne Lane, David J. Royer, Eric Alan Common

Research output: Contribution to journalArticlepeer-review

Abstract

Schools are adopting tiered systems to prevent and respond to students’ academic, behavioral, and social needs. Foundational to tiered systems is the capacity of educators to implement high-quality classroom management and instructional practices. In this study, school leaders provided professional development to staff as they prepared to adopt a tiered system districtwide. We examined self-assessments of research-based strategies for 61 middle school educators who participated in school-led professional development, a book study. The purpose was to understand educators’ current views of their knowledge and skills of practices covered. Results suggested educators reported being more knowledgeable and confident in classroom management practices, followed by instructional strategies, and low-intensity strategies. Participants expressed that the book study supported school goals. Limitations and directions for future inquiry are explored.

Original languageEnglish (US)
Pages (from-to)1-11
Number of pages11
JournalPreventing School Failure
Volume64
Issue number1
DOIs
StatePublished - Jan 2 2020

Keywords

  • Classroom management
  • instructional strategies
  • low-intensity strategies
  • professional development
  • tiered systems of supports

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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