Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders

By R. Oliver, D. Reschly. 2010

259 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/63cdac012cc1f7497cfe5c06e3e7cb1d600014c3

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Citations in the corpus

The association between teaching students with disabilities and teacher turnover. (2020, result): “…research suggests that teachers are rarely prepared to meet the academic and behavioral needs of SWDs (Freeman, Simonsen, Briere, & MacSuga-Gage, 2014; Greenberg, Putman, & Walsh, 2014; Jenkins & Ornelles, 2009; Oliver & Reschly, 2010; Ornelles, Cook, & Jenkins, 2007; Scruggs & Mastropieri, 1996).”
Preparation for Inclusion in Teacher Education Pre-Service Curricula (2013, background): “…effectively, teachers find the demands of students who exhibit problem behavior challenging and stressful (Emmer & Stough, 2001; Kaufman & Moss, 2010) Furthermore, students who demonstrate low academic performance are often at a greater risk for behavioral difficulties (Oliver & Reschly, 2010).”
Pre-Service Teacher Training in Classroom Management (2014, background): “These sampling procedures and comparisons with other similar studies suggest that our findings may be an overrepresentation of actual classroom management content covered in teacher preparation programs nationally (Lavay et al., 2012; Oliver & Reschly, 2010; Wesley & Vocke, 1992).”
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. (2016, background): “Whilst strong classroom organization and behaviour management skills are critical for education, using methods that produce and increase constructive interactions will result in more successful classroom environments for both teachers and students (Oliver & Reschly, 2010).”
Behavior and classroom management: Are teacher preparation programs really preparing our teachers? (2017, background): “…unprepared teachers report diminished student learning outcomes associated with poor classroom management, increased stress resulting from student behavior problems, low levels of job satisfaction, and high rates of teacher turnover (see Brunsting, Sreckovic, & Lane, 2014; Oliver & Reschly, 2010).”
Special Needs Students in Inclusive Classrooms : The Impact of Social Interaction on Educational Outcomes for Learners with Emotional and Behavioral Disabilities (2012, background): “Final results of the research of Oliver and Reschly (2010) found that special education teachers “may not be adequately prepared to meet the behavioral needs of diverse learners” (p.”
A Systematic Review of Teacher-Delivered Behavior-Specific Praise on K–12 Student Performance (2019, unknown): “This skill gap is an unfortunate barrier to early intervention efforts in general education because strong classroom management and organization are paramount for success within tiered systems of supports (Oliver & Reschly, 2010).”