ABSTRACT
The value of classroom management knowledge for teachers has been consistently supported through the research literature (Brophy & Evertson, 1976; Shinn, Walker, & Stoner, 2002; Wang, Haertel, & Walberg, 1993) and management strategies have been referred to as “the most valuable skills set a teacher can have” (Landau, 2001, p. 4). A number of studies have found that classroom management is a primary area in which beginning teachers feel underprepared (Halford, 1998; Houston & Williamson, 1993; Pigge & Marso, 1997; Veenman, 1984). Specifically, according to a survey of 103 recent graduates of an accredited teacher preparation program, teachers most desire additional training on how to motivate students and address chronic and severe misbehaviors, and pragmatic classroommanagement ideas (Barrett & Davis, 1995). Experienced teachers express similar dissatisfaction with their preparation in this area: A Merrett and Wheldall (1993) survey of 176 experienced teachers found that 72% felt that their preparation in the area of classroom management was inadequate. School administrators also view classroom management strategies as an essential teacher skill (Ralph, Kesten, Lang, & Smith, 1998) and often report that beginning teachers display limitations in the area of classroom management. Jones (2005), in this volume, provides a comprehensive overview of research of the perceptions of beginning and experienced teachers, as well as that of administrators, on the need for increased teacher preparation in the area of classroom management.
