Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.

By John C. Begeny, B. Martens. 2006

153 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1046bc7266771c3d0994d29732e993bd0f672b64

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Education

Citations in the corpus

Teaching Teachers to Use Prompts, Opportunities to Respond, and Specific Praise (2010, background): “Given the importance of classroom and behavior management, it is surprising that teachers typically receive little training in this area (Begeny & Martens, 2006).”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “Given teachers’ continued reports of feeling overwhelmed and unprepared to handle problematic behavior and the link between poor STRs and problem behavior (Begeny & Martens, 2006; Freeman et al., 2013), targeted training could fill this void.”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “Unfortunately, teachers often enter the field without the necessary training in these skills (Begeny & Martens, 2006).”
Increasing New Teachers’ Specific Praise Using a Within-School Consultation Intervention (2015, background): “In particular, new teachers often enter the field with insufficient training in classroom management (Begeny & Martens, 2006) and have the highest attrition rate out of any subgroup of educators (Martin, Shoho, Yin, Kaufman, & McLean, 2003).”
Enhancing Effective Classroom Management in Schools: Structures for Changing Teacher Behavior (2017, background): “…Trout, & Epstein, 2004), the unfortunate reality is that the majority of educators receive very limited to no training in behavior and classroom management but are expected to meet the social/emotional needs of students who present daily challenges in the classroom (Begeny & Martens, 2006).”
Professional Development in Implementing and Sustaining Multitier Prevention Models: Implications for Response to Intervention (2007, background): “Begeny and Martens (2006) surveyed master’s-level elementary, secondary, and special education teacher candidates about coursework and applied training in various behavioral instructional practices and principles. The survey covered 25 different practices and principles such as reinforcement, graphi”
Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis (2011, background): “Research has illustrated that teacher preparation and knowledge of ﬂuency and evidence-based interventions is limited (Begeny & Martens, 2006; Fuchs et al., 2008; Kratochwill, Volpiansky, Clements, & Ball, 2007) and that teachers beneﬁt from direct assistance with novel treatment procedures…”
Relation of teacher self-efficacy and classroom practices: A preliminary investigation (2018, background): “…has been written about effective classroom management, two landmark meta-analyses have identified classroom management as a main teacher concern (Korpershoek et al., 2016; Martin, Yin, & Mayall, 2008), and research suggests teachers receive minimal training in this area (Begeny & Martens, 2006).”
The Effects of Self-Monitoring on Teachers’ Use of Specific Praise (2013, background): “Teachers typically enter the field with inadequate training in behavioral instruction and classroom management (Begeny & Martens, 2006).”