Classroom behaviour management preparation in undergraduate primary teacher education in Australia : A web-based investigation.

Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?

“…As part of a survey of convenors of CBM courses and an analysis of information on websites (O'Neill & Stephenson 2011, 2012a, publication details of prescribed texts used in courses that contained CBM content had been collected. In total, 39 different texts were prescribed for courses with CBM content.…”

“…Evidence of the inclusion of evidence-based practices and models in CBM-focused courses, locally or internationally, in published research literature, however, is scant (O'Neill & Stephenson, 2011, 2012a. Similarly, no assays of classroom management texts used in teacher education programs to assess the inclusion of evidence-based practices or models were located in the literature.…”

“…The information that does exist on evidence-based practices and models in Australia has been gathered indirectly. For example, during an analysis of CBM course descriptions and outlines from all Australian undergraduate primary teacher education programs from publicly available tertiary institution websites, O'Neill and Stephenson (2011) reported that inclusion of specific evidence-based practices was low compared to the inclusion of theoretical models without a research base. In a follow-up study involving a survey of CBM course coordinators from 71% of primary teacher education programs in Australia, O'Neill and Stephenson (2012a) found that ABA and PBIS were commonly included in teacher education programs.…”

Practising teaching using virtual classroom role plays

“…This additional element, along with providing a more realistic opportunity for the student teacher to practise their teaching presentation skills, has also been found to help foster the development of classroom management skills (Hughes & Traill, 1975) and the interpersonal aspects of their teaching skills more broadly (Frankel & Corson, 2003). A key aspect of the difficulty faced by students early in their teaching careers relates to classroom management and a number of researchers have called for improvements to this aspect of teacher education programs (Giallo & Little, 2003;Jones, 2006;O'Neill & Stephenson, 2011). Classroom role plays also have the potential to benefit students playing the role of school students by providing a valuable opportunity to imagine themselves in the shoes of the students they will teach in schools and to experience particular pedagogical approaches from the school students' perspective (Anderson et al, 1982;Hume, 2012;Juárez-Porter Carlyle, 2012;Mayes, 1976).…”

Leadership for learning in technology-rich uppersecondary school classrooms

“…O'Neill and Stephenson (2011) represent this tradition when they define classroom leadership as "the decisive, proactive, preventive teacher behaviours that minimise student misbehaviour" (p. 35), and prevent disruptions when they arise, and so do Barbetta, Norona and Bicard (2005) when they describe "A Dozen Common Mistakes" in classroom behaviour management. Wubbles (2011) and Allen (2010) belong to the same tradition when they both highlight the importance of discipline.…”