Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-24T03:03:16.161Z Has data issue: false hasContentIssue false
  • English
  • Français

Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

Published online by Cambridge University Press:  04 August 2015

Sue C. O’Neill
Sue C. O’Neill*
Affiliation:
University of New South Wales, Australia
*
Correspondence: Sue C. O’Neill, School of Education, University of New South Wales, Australia. E-mail: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional experience, postprofessional experience, and postcoursework), during a semester-long course focused on managing challenging behaviours in the inclusive classroom. CMSE increased between the time points, significantly so, pre–post course. The sources of efficacy information available and the learning activities completed during each intervening time point are explored as possible explanations for the changes in CMSE reported. Issues in measuring preservice teachers’ efficacy related to coursework are discussed.

Keywords

sense of efficacyclassroom and behaviour managementpreservice teacher education
Type
Original Articles
Information
Australasian Journal of Special Education , Volume 40 , Issue 2 , December 2016 , pp. 117 - 140
Copyright
Copyright © The Author(s) 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th ed.). Upper Saddle River, NJ: Pearson.Google Scholar
Atici, M. (2007). A small-scale study on student teachers’ perceptions of classroom management and methods for dealing with misbehaviour. Emotional & Behavioural Difficulties, 12, 15–27. doi:10.1080/13632750601135881 CrossRefGoogle Scholar
Australian Education Union. (2009). New educators survey 2008: Results and report. Retrieved from http://www.aeufederal.org.au/Publications/2009/Nesurvey08res.pdf Google Scholar
Australian Government. (1992). Disability Discrimination Act 1992. Retrieved from http://www.comlaw.gov.au/comlaw/Legislation/ActCompilation1.nsf/0/896CF5A0E01CA785CA25705700098A96/$file/DisabilityDiscrimination1992_WD02.pdf Google Scholar
Australian Government Department of Education. (2005). Disability standards for education 2005. Retrieved from https://education.gov.au/disability-standards-education Google Scholar
Australian Government Department of Education. (2014). Nationally consistent collection of data on school students with disability. Retrieved from https://education.gov.au/nationally-consistent-collection-data-school-students-disability Google Scholar
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers Google Scholar
Bambara, L. M. (2005a). Overview of the behavior support process. In Bambara, L. M. & Kern, L. (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 47–70). New York, NY: The Guilford Press.Google Scholar
Bambara, L. M. (2005b). Evolution of positive behavior support. In Bambara, L. M. & Kern, L. (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 1–24). New York, NY: The Guilford Press.Google Scholar
Bandura, A. (1977). Social learning theory. Edgewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.Google Scholar
Betoret, F. D. (2009). Self-efficacy, school resources, job stressors and burnout among Spanish primary and secondary school teachers: A structural equation approach. Educational Psychology, 29, 45–68. doi:10.1080/01443410802459234 Google Scholar
Boz, Y. (2008). Turkish student teachers’ concerns about teaching. European Journal of Teacher Education, 31, 367–377. doi:10.1080/02619760802420693 Google Scholar
Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33, 279–291. doi:10.1080/02619768.2010.490910 CrossRefGoogle Scholar
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133–148. doi:10.1177/1098300709334798 Google Scholar
Brophy, J. (1988). Educating teachers about managing classrooms and students. Teaching and Teacher Education, 4, 1–18. doi:10.1016/0742-051X(88)90020-0 Google Scholar
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-efficacy in classroom management. Teaching and Teacher Education, 16, 239–253. doi:10.1016/S0742-051X(99)00057-8 Google Scholar
Brouwers, A., & Tomic, W. (2001). The factorial validity of scores on the Teacher Interpersonal Self-Efficacy Scale. Educational and Psychological Measurement, 61, 433–445. doi:10.1177/00131640121971301 CrossRefGoogle Scholar
Bullis, M., & Cheney, D. (1999). Vocational and transition interventions for adolescents and young adults with emotional and behavioral disorders. Focus on Exceptional Children, 31 (7), 1–24.Google Scholar
Carter, M., Stephenson, J., & Clayton, M. (2008). Students with severe challenging behaviour in regular classrooms: Support and impacts. Australian Journal of Guidance & Counselling, 18, 141–159. doi:10.1375/ajgc.18.2.141 Google Scholar
Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67, 125–142. doi:10.1007/s10649-007-9084-2 Google Scholar
Cheng, M. M. H., Tang, S. Y. F., & Cheng, A. Y. N. (2012). Practicalising theoretical knowledge in student teachers’ professional learning in initial teacher education. Teaching and Teacher Education, 28, 781–790. doi:10.1016/j.tate.2012.02.008 Google Scholar
Cheong, D. (2010). The effects of practice teaching sessions in second life on the change in pre-service teachers’ teaching efficacy. Computers & Education, 55, 868–880. doi:10.1016/j.compedu.2010.03.018 Google Scholar
Collie, R. J., Shapka, J. D., & Perry, N. E. (2012). School climate and social–emotional learning: Predicting teacher stress, job satisfaction, and teaching efficacy. Journal of Educational Psychology, 104, 1189–1204. doi:10.1037/a0029356 Google Scholar
Colvin, G. (2004). Managing the cycle of acting-out behavior in the classroom. Eugene, OR: Behavior Associates.Google Scholar
Cook, B. G., & Cameron, D. L. (2010). Inclusive teachers’ concern and rejection toward their students: Investigating the validity of ratings and comparing student groups. Remedial and Special Education, 31, 67–76. doi:10.1177/0741932508324402 Google Scholar
Crone, D. A., & Horner, R. H. (2003). Building positive behavior support systems in schools: Functional behavioral assessment. New York, NY: Guilford.Google Scholar
Dellinger, A. B., Bobbett, J. J., Olivier, D. F., & Ellett, C. D. (2008). Measuring teachers’ self-efficacy beliefs: Development and use of the TEBS-Self. Teaching and Teacher Education, 24, 751–766. doi:10.1016/j.tate.2007.02.010 CrossRefGoogle Scholar
Doyle, W. (1985). Classroom organization and management. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 392–431). New York, NY: Macmillan.Google Scholar
Dreikurs, R. (1968). Psychology in the classroom: A manual for teachers (2nd ed.). New York, NY: Harper & Row.Google Scholar
Duffin, L. C., French, B. F., & Patrick, H. (2012). The Teachers’ Sense of Efficacy Scale: Confirming factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28, 827–834. doi:10.1016/j.tate.2012.03.004 Google Scholar
Dunn, K. E., & Rakes, G. C. (2011). Teaching teachers: An investigation of beliefs in teacher education students. Learning Environments Research, 14, 39–58. doi:10.1007/s10984-011-9083-1 Google Scholar
Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765. doi:10.1177/0013164491513027 CrossRefGoogle Scholar
Epstein, S. (1998). Cognitive-experiential self-theory: A dual-process personality theory with implications for diagnosis and psychotherapy. In Bornstein, R. F. & Masling, J. M. (Eds.), Empirical perspectives on the psychoanalytic unconscious (pp. 99–140). Washington, DC: American Psychological Association. doi:10.1037/10256-004 Google Scholar
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of enquiry. In Evertson, C. M. & Weinstein, C. S. (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 1–16). Mahwah, NJ: Erlbaum.Google Scholar
Fallon, M., Zhang, J., & Kim, E.-J. (2011). Using course assessments to train teachers in functional behavior assessment and behavioral intervention plan techniques. Education and Human Development Faculty Publications. Paper 6. Retrieved from http://digitalcommons.brockport.edu/ehd_facpub/6 Google Scholar
Field, A. (2013). Discovering statistics using IBM SPSS Statistics: And sex and drugs and rock ‘n’ roll (4th ed.). Los Angeles, CA: Sage.Google Scholar
Fives, H., & Buehl, M. M. (2009). Examining the factor structure of the Teachers’ Sense of Efficacy Scale. The Journal of Experimental Education, 78, 118–134. doi:10.1080/00220970903224461 CrossRefGoogle Scholar
Fives, H., Hamman, D., & Olivarez, A. (2007). Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester. Teaching and Teacher Education, 23, 916–934. doi:10.1016/j.tate.2006.03.013 CrossRefGoogle Scholar
Foreman, P., & Arthur-Kelly, M. (Eds.). (2014). Inclusion in action (4th ed.). South Melbourne, Australia: Cengage Learning.Google Scholar
Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39, 17–32. doi:10.1080/1359866X.2010.540850 CrossRefGoogle Scholar
Freeman, J., Simonsen, B., Briere, J. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37, 106–120. doi:10.1177/0888406413507002 Google Scholar
Fry, P. G., & McKinney, L. J. (1997). A qualitative study of preservice teachers’ early field experiences in an urban, culturally different school. Urban Education, 32, 184–201. doi:10.1177/0042085997032002002 Google Scholar
Giallo, R., & Little, E. (2003). Classroom behaviour problems: The relationship between preparedness, classroom experiences, and self-efficacy in graduate and student teachers. Australian Journal of Educational and Developmental Psychology, 3, 21–34. Retrieved from https://www.newcastle.edu.au/__data/assets/pdf_file/0017/100484/v3-giallo-little.pdf Google Scholar
Glasser, W. (2001). Choice theory in the classroom. New York, NY: Harper Collins.Google Scholar
Gore, J. M., & Parkes, R. J. (2007). On the mistreatment of management. In Phelan, A. M. & Sumsion, J. (Eds.), Critical readings in teacher education: Provoking absences (pp. 1–16). New York, NY: Sense.Google Scholar
Graham, L. J., & Jahnukainen, M. (2011). Wherefore art thou, inclusion? Analysing the development of inclusive education in New South Wales, Alberta and Finland. Journal of Education Policy, 26, 263–288. doi:10.1080/02680939.2010.493230 Google Scholar
Gresham, F. M. (2004). Current status and future of school-based behavioral interventions. School Psychology Review, 33, 326–343.Google Scholar
Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality, and children's language and literacy gains. Teaching and Teacher Education, 26, 1094–1103. doi:10.1016/j.tate.2009.11.005 Google Scholar
Hagger, H., & Malmberg, L.-E. (2011). Pre-service teachers’ goals and future-time extension, concerns, and well-being. Teaching and Teacher Education, 27, 598–608. doi:10.1016/j.tate.2010.10.014 Google Scholar
Harrison, P. D., Ryan, J. M., & Moore, P. S. (1996). College students’ self-insight and common implicit theories in ratings of teacher effectiveness. Journal of Educational Psychology, 88, 775–782. doi:10.1037/0022-0663.88.4.775 CrossRefGoogle Scholar
Hester, P. P., Baltodano, H. M., Hendrickson, J. M., Tonelson, S. W., Conroy, M. A., & Gable, R. A. (2004). Lessons learned from research on early intervention: What teachers can do to prevent children's behavior problems. Preventing School Failure: Alternative Education for Children and Youth, 49 (1), 5–10. doi:10.3200/PSFL.49.1.5-10 Google Scholar
Hetzroni, O. E., & Roth, T. (2003). Effects of a positive support approach to enhance communicative behaviors of children with mental retardation who have challenging behaviors. Education and Training in Developmental Disabilities, 38, 95–105.Google Scholar
Hong, J. Y. (2012). Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses. Teachers and Teaching: Theory and Practice, 18, 417–440. doi:10.1080/13540602.2012.696044 Google Scholar
Hoy, A. W., & Burke Spero, R. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21, 343–356. doi:10.1016/j.tate.2005.01.007 Google Scholar
Ingram, K., Lewis-Palmer, T., & Sugai, G. (2005). Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans. Journal of Positive Behavior Interventions, 7, 224–236. doi:10.1177/10983007050070040401 Google Scholar
Kern, L., & Clarke, S. (2005). Antecedent and setting event interventions. In Bambara, L. M. & Kern, L. (Eds.), Individualized supports for students with problem behaviors: Designing positive behavior plans (pp. 201–236). New York, NY: The Guilford Press.Google Scholar
Kern, L., Gallagher, P., Starosta, K., Hickman, W., & George, M. (2006). Longitudinal outcomes of functional behavioral assessment–based intervention. Journal of Positive Behavior Interventions, 8, 67–78. doi:10.1177/10983007060080020501 CrossRefGoogle Scholar
Kern, L., Hilt, A. M., & Gresham, F. (2004). An evaluation of the functional behavioral assessment process used with students with or at risk for emotional and behavioral disorders. Education & Treatment of Children, 27, 440–452.Google Scholar
Killen, R. (2003). Effective teaching strategies: Lessons from research and practice (3rd ed.). Katoomba, Australia: Social Science Press.Google Scholar
Kirk, R. E. (1996). Practical significance: A concept whose time has come. Educational and Psychological Measurement, 56, 746–759. doi:10.1177/0013164496056005002 Google Scholar
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67–76. doi:10.1016/j.cedpsych.2008.08.001 Google Scholar
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741–756. doi:10.1037/a0019237 CrossRefGoogle Scholar
Klassen, R. M., & Chiu, M. M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. Contemporary Educational Psychology, 36, 114–129. doi:10.1016/j.cedpsych.2011.01.002 Google Scholar
Kokkinos, C. M., Panayiotou, G., & Davazoglou, A. M. (2004). Perceived seriousness of pupils’ undesirable behaviours: The student teachers’ perspective. Educational Psychology, 24, 109–120. doi:10.1080/0144341032000146458 Google Scholar
Laguilles, J. S., Williams, E. A., & Saunders, D. B. (2011). Can lottery incentives boost web survey response rates? Findings from four experiments. Research in Higher Education, 52, 537–553. doi:10.1007/s11162-010-9203-2 Google Scholar
Larson, W. C., & Goebel, A. J. (2008). Putting theory into practice: A professional development school/university co-teaching project. Journal of the Scholarship of Teaching and Learning, 8 (2), 52–61.Google Scholar
Levin, B., & He, Y. (2008). Investigating the content and sources of teacher candidates’ personal practical theories (PPTs). Journal of Teacher Education, 59, 55–68. doi:10.1177/0022487107310749 Google Scholar
Liaw, E.-C. (2009). Teacher efficacy of pre-service teachers in Taiwan: The influence of classroom teaching and group discussions. Teaching and Teacher Education, 25, 176–180. doi:10.1016/j.tate.2008.08.005 Google Scholar
Loman, S. L., & Horner, R. H. (2014). Examining the efficacy of a basic functional behavioral assessment training package for school personnel. Journal of Positive Behavior Interventions, 16, 18–30. doi:10.1177/1098300712470724 CrossRefGoogle Scholar
Lunenberg, M., & Korthagen, F. (2009). Experience, theory, and practical wisdom in teaching and teacher education. Teachers and Teaching: Theory and Practice, 15, 225–240. doi:10.1080/13540600902875316 CrossRefGoogle Scholar
McNally, J., I’anson, J., Whewell, C., & Wilson, G. (2005). ‘They think swearing is okay’: First lessons in behaviour management. Journal of Education for Teaching, 31, 169–185. doi:10.1080/02607470500169006 Google Scholar
Main, S., & Hammond, L. (2008). Best practice or most practiced? Pre-service teachers’ beliefs about effective behaviour management strategies and reported self-efficacy. The Australian Journal of Teacher Education, 33 (4), 28–39. doi:10.14221/ajte.2008v33n4.3 Google Scholar
Marquez, B., Sprague, J., Walker, H. M., Gunn, B., Smolkowski, K., Yeaton, P., . . . Marquez, J. (2013). Evaluation of classroom management in action: Online school staff training on establishing positive behavior supports in elementary school instructional settings. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Research. Retrieved from https://8d9b297d5b3106f4f117-e32b446c5ced4df11af0c818d6c260da.ssl.cf1.rackcdn.com/files/extra_resources/CMA%20Final%20Report.pdf Google Scholar
Matson, J. L., Kozlowski, A. M., Worley, J. A., Shoemaker, M. E., Sipes, M., & Horovitz, M. (2011). What is the evidence for environmental causes of challenging behaviors in persons with intellectual disabilities and autism spectrum disorders? Research in Developmental Disabilities, 32, 693–698. doi:10.1016/j.ridd.2010.11.012 Google Scholar
Mergler, A. G., & Tangen, D. (2010). Using microteaching to enhance teacher efficacy in pre-service teachers. Teaching Education, 21, 199–210. doi:10.1080/10476210902998466 Google Scholar
Mulholland, J., & Wallace, J. (2001). Teacher induction and elementary science teaching: Enhancing self-efficacy. Teaching and Teacher Education, 17, 243–261. doi:10.1016/S0742-051X(00)00054-8 Google Scholar
Murray, C., & Pianta, R. C. (2007). The importance of teacher-student relationships for adolescents with high incidence disabilities. Theory Into Practice, 46, 105–112. doi:10.1080/00405840701232943 Google Scholar
Neitzel, J. (2010). Positive behavior supports for children and youth with autism spectrum disorders. Preventing School Failure, 54, 247–255. doi:10.1080/10459881003745229 Google Scholar
Olejnik, S., & Algina, J. (2003). Generalized eta and omega squared statistics: Measures of effect size for some common research designs. Psychological Methods, 8, 434–447. doi:10.1037/1082-989X.8.4.434 CrossRefGoogle ScholarPubMed
O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Stamford, CT: Cengage.Google Scholar
O’Neill, S. C., & Stephenson, J. (2011a). Classroom behaviour management preparation in undergraduate primary teacher education in Australia: A web-based investigation. The Australian Journal of Teacher Education, 36 (10), 35–52. doi:10.14221/ajte.2011v36n10.3 Google Scholar
O’Neill, S. C., & Stephenson, J. (2011b). The measurement of classroom management self-efficacy: A review of measurement instrument development and influences. Educational Psychology, 31, 261–299. doi:10.1080/01443410.2010.545344 Google Scholar
O’Neill, S., & Stephenson, J. (2012a). Exploring Australian pre-service teachers sense of efficacy, its sources, and some possible influences. Teaching and Teacher Education, 28, 535–545. doi:10.1016/j.tate.2012.01.008 Google Scholar
O’Neill, S., & Stephenson, J. (2012b). Classroom behaviour management content in Australian undergraduate primary teaching programmes. Teaching Education, 23, 287–308. doi:10.1080/10476210.2012.699034 Google Scholar
O’Neill, S., & Stephenson, J. (2012c). Does classroom management coursework influence pre-service teachers’ perceived preparedness or confidence? Teaching and Teacher Education, 28, 1131–1143. doi:10.1016/j.tate.2012.06.008 Google Scholar
O’Neill, S., & Stephenson, J. (2013). One year on: First-year primary teachers’ perceptions of preparedness to manage misbehaviour and their confidence in the strategies they use. Australasian Journal of Special Education, 37, 125–146. doi:10.1017/jse.2013.15 Google Scholar
O’Neill, S. C., & Stephenson, J. (2014). Evidence-based classroom and behaviour management content in Australian pre-service primary teachers’ coursework: Wherefore art thou? The Australian Journal of Teacher Education, 39 (4), 1–22. doi:10.14221/ajte.2014v39n4.4 Google Scholar
Orland-Barak, L., & Yinon, H. (2007). When theory meets practice: What student teachers learn from guided reflection on their own classroom discourse. Teaching and Teacher Education, 23, 957–969. doi:10.1016/j.tate.2006.06.005 Google Scholar
Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33, 163–175. doi:10.1002/(SICI)1520-6807(199604)33:2<163::AID-PITS10>3.0.CO;2-C Google Scholar
Palmer, D. (2006). Durability of changes in self-efficacy of preservice primary teachers. International Journal of Science Education, 28, 655–671. doi:10.1080/09500690500404599 Google Scholar
Perry, N. E., & Rahim, A. (2011). Studying self-regulated learning in classrooms. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Handbook of self-regulation of learning and performance (pp. 122–136). New York, NY: Taylor & Francis.Google Scholar
Pindiprolu, S. S., Peck Peterson, S. M., Rule, S., & Lignugaris/Kraft, B. (2003). Using web-mediated experiential case-based instruction to teach functional behavioral assessment skills. Teacher Education and Special Education, 26, 1–16. doi:10.1177/088840640302600102 Google Scholar
Pindiprolu, S. S., Peterson, S. M., & Bergloff, H. (2007). School personnel's professional development needs and skill level with functional behavior assessments in ten midwestern states in the United States: Analysis and issues. Journal of the International Association of Special Education, 8 (1), 31–42.Google Scholar
Poulou, M. (2007a). Student-teachers’ concerns about teaching practice. European Journal of Teacher Education, 30, 91–110. doi:10.1080/02619760600944993 Google Scholar
Poulou, M. (2007b). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27, 191–218. doi:10.1080/01443410601066693 Google Scholar
Putman, S. M. (2012). Investigating teacher efficacy: Comparing preservice and inservice teachers with different levels of experience. Action in Teacher Education, 34, 26–40. doi:10.1080/01626620.2012.642285 CrossRefGoogle Scholar
Ratcliff, N. J., Jones, C. R., Costner, R. H., Savage-Davis, E., Sheehan, H., & Hunt, G. H. (2010). Teacher classroom behaviors and student time-on-task: Implications for teacher education. Action in Teacher Education, 32 (4), 38–51. doi:10.1080/01626620.2010.549714 Google Scholar
Richardson, V. (2003). Preservice teachers’ beliefs. In Raths, J. & McAninch, A. (Eds.), Advances in teacher education: Vol. 6. Teacher beliefs and classroom performance: The impact of teacher education (pp. 1–22). Greenwich, CT: Information Age.Google Scholar
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231. doi:10.1080/00461520.1991.9653133 Google Scholar
Schunk, D. H., & Gunn, T. P. (1985). Modeled importance of task strategies and achievement beliefs: Effect on self-efficacy and skill development. The Journal of Early Adolescence, 5, 247–258. doi:10.1177/0272431685052008 Google Scholar
Scott, T. M., Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Upper Saddle River, NJ: Pearson.Google Scholar
Siebert, C. J. (2005). Promoting preservice teachers’ success in classroom management by leveraging a local union's resources: A professional development school initiative. Education, 125, 385–392.Google Scholar
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. doi:10.1037/0022-0663.99.3.611 Google Scholar
Smart, J. B., & Igo, L. B. (2010). A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110, 567–584. doi:10.1086/651196 Google Scholar
Smith, L. F., Corkery, G., Buckley, J., & Calvert, A. (2013). Changes in secondary school preservice teachers’ concerns about teaching in New Zealand. Journal of Teacher Education, 64, 60–74. doi:10.1177/0022487112449019 Google Scholar
Soodak, L. C., & Podell, D. M. (1994). Teachers’ thinking about difficult-to-teach students. The Journal of Educational Research, 88, 44–51. doi:10.1080/00220671.1994.9944833 Google Scholar
Stichter, J. P., Shellady, S., Sealander, K. A., & Eigenberger, M. E. (2000). Teaching what we do know: Preservice training and functional behavioral assessment. Preventing School Failure: Alternative Education for Children and Youth, 44, 142–146. doi:10.1080/10459880009599797 Google Scholar
Strickland-Cohen, M. K., & Horner, R. H. (2015). Typical school personnel developing and implementing basic behavior support plans. Journal of Positive Behavior Interventions, 17, 83–94. doi:10.1177/1098300714554714 Google Scholar
Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62, 339–355. doi:10.1177/0022487111404241 Google Scholar
Tigchelaar, A., & Korthagen, F. (2004). Deepening the exchange of student teaching experiences: Implications for the pedagogy of teacher education of recent insights into teacher behaviour. Teaching and Teacher Education, 20, 665–679. doi:10.1016/j.tate.2004.07.008 Google Scholar
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. doi:10.1016/S0742-051X(01)00036-1 Google Scholar
Tsouloupas, C. N., Carson, R. L., & MacGregor, S. K. (2014). The development of high school teachers’ efficacy in handling student misbehaviour (TEHSM). The Journal of Educational Research, 107, 230–240. doi:10.1080/00220671.2013.788992 Google Scholar
Tsouloupas, C. N., Carson, R. L., Matthews, R., Grawitch, M. J., & Barber, L. K. (2010). Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: The importance of teacher efficacy beliefs and emotion regulation. Educational Psychology, 30, 173–189. doi:10.1080/01443410903494460 Google Scholar
UK Parliament, Education Select Committee. (2011). Equipping teachers with the skills and tools to manage behaviour: Teacher training and continuing professional development (First report). Retrieved from http://www.publications.parliament.uk/pa/cm201011/cmselect/cmeduc/516/51602.htm Google Scholar
Van Laarhoven, T. R., Munk, D. D., Lynch, K., Bosma, J., & Rouse, J. (2007). A model for preparing special and general education preservice teachers for inclusive education. Journal of Teacher Education, 58, 440–455. doi:10.1177/0022487107306803 CrossRefGoogle Scholar
Vaughn, B. J., & Horner, R. H. (1997). Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks. Journal of Applied Behavior Analysis, 30, 299–312. doi:10.1901/jaba.1997.30-299 Google Scholar
Wagler, R., & Moseley, C. (2005). Preservice teacher efficacy: Effects of a secondary education methods course and student teaching. Teacher Education and Practice, 18, 442–457.Google Scholar
Woodcock, S., Hemmings, B., & Kay, R. (2012). Does study of an inclusive education subject influence pre-service teachers’ concerns and self-efficacy about inclusion? Australian Journal of Teacher Education, 37 (6), 1–11. doi:10.14221/ajte.2012v37n6.5 Google Scholar
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6, 137–148. doi:10.1016/0742-051X(90)90031-Y Google Scholar
Wynne, M. E., Ausikaitis, A. E., & Satchwell, M. (2013). Adult outcomes for children and adolescents with EBD: Understanding parents’ perspectives. SAGE Open, 2013(January-March), 1–14. doi:10.1177/2158244013483133 Google Scholar