Best Practice or Most Practiced? Pre-service Teachers' Beliefs about Effective Behaviour Management Strategies and Reported Self-efficacy

By Susan Main, L. Hammond. 2008

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/feab76a27e2921f305493b0f2fcff789334dbe9d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. O’Neill
2. D. Dimitrov
3. J. Stephenson
4. S. Clark
5. Melissa Newberry

In Education

1. M. Park
2. S. O’Neill
3. D. Dimitrov
4. J. Stephenson
5. M. Gichuru
6. John A. C. Hattie
7. Melissa Newberry
8. S. Clark

In Safety Research

1. S. O’Neill
2. J. Stephenson

Citations in the corpus

• The measurement of classroom management self‐efficacy: a review of measurement instrument development and influences (2011, background): “To function effectively as classroom managers, teachers must possess knowledge, skills and a belief in their capabilities to enact proactive and, when necessary, reactive decisions that maintain an environment conducive to learning (Main & Hammond, 2008 ; Melby, 1995 ).”
• The Teacher Efficacy for Inclusive Practices (TEIP) Scale: Dimensionality and Factor Structure. (2016, background): “In spite of challenges experienced by pre-service teachers in managing student behaviour in inclusive settings, pre-service teachers that reported higher levels of self-efficacy had more success in managing student behaviour in inclusive classrooms (Main and Hammond, 2008; Mergler and Tangen, 2010).”