Source: Teacher Education and Special Education, 37(2), May 2014, p. 106-120
This article describes the number of states with state policy that requires pre-service teachers to receive instruction in evidence-based classroom management practices.
It also describes the extent to which teacher preparation programs provide this instruction for pre-service teachers.
The results of this review indicate that although effective classroom management practices have been identified, a significant gap exists between the effective classroom management research base and requirements for teacher training.
As a result, many pre-service teachers may not be prepared to effectively manage student behavior upon completion of a teacher preparation program due to a lack of exposure to classroom management content.