Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature.
Saved in:
| Title: | Classroom and Behavior Management Training Needs and Perceptions: A Systematic Review of the Literature. |
|---|---|
| Authors: | McGuire, Stacy N.1 stacynm@bgsu.edu, Meadan, Hedda2, Folkerts, Rebecca2 |
| Source: | Child & Youth Care Forum. Feb2024, Vol. 53 Issue 1, p117-139. 23p. |
| Subject Terms: | *Teacher education, *School environment, *Teacher-student relationships, *College teacher attitudes, *Behavior disorders in children, *Behavior modification, Psychology information storage & retrieval systems, Systematic reviews, Personnel management |
| Abstract: | Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of such training, and the quality of that training. Objective: The purpose of this systematic literature review was to identify the empirical evidence for various forms of classroom and behavior management training for preservice and inservice teacher training and participants' perceptions of such training. Method: A systematic literature review was conducted using PRISMA guidelines. Articles published between 2004 and 2022, based on IDEA 2004, were included. The start date of the reauthorization of IDEA in 2004 was chosen because of its implementation of positive behavior supports for students with and without disabilities. Results: Twenty-two studies were included in the literature review based on inclusion criteria. The included studies presented findings about classroom and behavior management programs or strategies, as well as survey data based on teachers' perceptions of classroom and behavior management training. Conclusion: Results indicated preservice teachers receive limited training related to overall classroom management during their teacher preparation programs, but no studies could be found showing they receive any training related to behavior management. Inservice teachers receive far more training related to both classroom and behavior management but indicate a need for more training related to both. [ABSTRACT FROM AUTHOR] |
| Copyright of Child & Youth Care Forum is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Background: Students with behavioral support needs are educated in elementary classrooms daily. However, teachers receive limited training to support students, resulting in limited preventative and intervention services for such students. It is currently unclear what types of training preservice and inservice teachers receive, their perceptions of such training, and the quality of that training. Objective: The purpose of this systematic literature review was to identify the empirical evidence for various forms of classroom and behavior management training for preservice and inservice teacher training and participants' perceptions of such training. Method: A systematic literature review was conducted using PRISMA guidelines. Articles published between 2004 and 2022, based on IDEA 2004, were included. The start date of the reauthorization of IDEA in 2004 was chosen because of its implementation of positive behavior supports for students with and without disabilities. Results: Twenty-two studies were included in the literature review based on inclusion criteria. The included studies presented findings about classroom and behavior management programs or strategies, as well as survey data based on teachers' perceptions of classroom and behavior management training. Conclusion: Results indicated preservice teachers receive limited training related to overall classroom management during their teacher preparation programs, but no studies could be found showing they receive any training related to behavior management. Inservice teachers receive far more training related to both classroom and behavior management but indicate a need for more training related to both. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10531890 |
| DOI: | 10.1007/s10566-023-09750-z |
