The DOI matches its Crossref record; 42 of the 47 references it cites were found in a registry or an index.
Assessing pre-service teachers' training in empirically-validated behavioral instruction practices.
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“This is not surprising as teachers report receiving little if any training in CBM [51].”
From Using Evidence-Based Practice and Data-Based Decision Making in Inclusive Education (2021) · cites this paper as [51]
Citations
Cites
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Alberto, P., Troutman, A., Axe, J. B., & Simmons University, B. (2024) · ABA España eBooks · doi:10.26741/978-84-09-59866-3 · Cited by 956
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Cited by
Items 101–145 of 145
On‐Task in a Box as a classwide intervention: Effects on on‐task behavior and academic productivity
Rames‐LaPointe, J., & Hixson, M. D. (2021) · Psychology in the Schools · doi:10.1002/pits.22532 · Cited by 3
Pears, K. C., & Kim, H. K. (2020) · Advances in early childhood and K-12 education · doi:10.4018/978-1-7998-4435-8.ch015 · Cited by 3
Pinkelman, S. E. (2014) · Digital Commons - USU (Utah State University) · Cited by 3
Training Pre-Service Teachers in Response to Intervention: A Survey of Teacher Candidates
Neal, A.-M. (2013) · ScholarsArchive (Brigham Young University) · Cited by 3
Wickham, I. (2010) · Arrow@dit (Dublin Institute of Technology) · Cited by 3
Massé, L., Couture, C., Bégin, J.-Y., Rousseau, M., & Plouffe-Leboeuf, T. (2019) · Revue de psychoéducation · doi:10.7202/1060008ar · Cited by 2
“…et Lanaris, 2014), plusieurs recherches montrent qu’ils se sentent démunis et mal préparés pour gérer les comportements difficiles des élèves (Begeny et Martens, 2006), en particulier les enseignants du auprès d’adolescents (Baker, 2005) et les enseignants débutants (State Kern, Starosta,…”
BackgroundStudent exclusionary consequences and teacher inexperience at Texas moderate-size high schools
Thompson, H. W., Martinez-Garcia, C., & Slate, J. R. (2025) · American Journal of STEM Education · doi:10.32674/5aavr794 · Cited by 2
Robbins, L. A. (2010) · ProQuest LLC eBooks · Cited by 2
Teacher Judgment of Early Reading Difficulty
Fedora, P. (2015) · The Educational Forum · doi:10.1080/00131725.2015.1037507 · Cited by 1
Albadareen, G. S. (2017) · New Trends and Issues Proceedings on Humanities and Social Sciences · doi:10.18844/prosoc.v4i1.2302 · Cited by 1
“Research has shown that instructors can minimize inappropriate and disruptive student behaviors and increase academic engagement through the use of evidence-based classroom management practices (Bergeny & Martens, 2006).”
Duchaine, M.-P., & Gaudreau, N. (2021) · Revue internationale des technologies en pédagogie universitaire · doi:10.18162/ritpu-2021-v18n2-02 · Cited by 1
Martens, B. K., Codding, R. S., & Sallade, S. J. (2017) · Elsevier eBooks · doi:10.1016/b978-0-12-811122-2.00008-5 · Cited by 1
Self-citationRiley‐Tillman, T. C., & Reinke, W. M. (2011) · Journal of Applied School Psychology · doi:10.1080/15377903.2011.590782 · Cited by 1
Practitioner Perceptions of Their Implementation of Response to Intervention (RTI).
Perry, Y. D. (2012) · ProQuest LLC eBooks
Preparing Teachers Who Can Effectively Assess Students with Disabilities.
Potter, K. (2014) · UNM’s Digital Repository (University of New Mexico)
Bissonnette, S., Gauthier, C., & Richard, M. (2010)
The Effects of the Caterpillar Game on Classroom Behavior and Teacher Stress
Jacoby, A. L. (2016) · The Keep (Eastern Illinois University)
An Evaluation of Suspension Days Between Students in Special Education and General Education
Tarbunas, R. (2016) · OPUS - Open Portal to University Scholarship (Governors State University)
Shemanski, K. (2016) · Digital Commons - PCOM (Philadelphia College of Osteopathic Medicine)
Teacher Acceptability of Treatment Plan Implementation Monitoring and Feedback Methods
Easton, J. E. (2009) · NCSU Libraries Repository (North Carolina State University Libraries)
Socie, D. G. (2016) · eScholarship (California Digital Library)
Hurlbut, A. R. (2015) · doi:10.12794/metadc804928
“If teachers receive preparation in RTI implementation at the pre-service level, there is some evidence that they may implement interventions in the classroom with more integrity and less coaching (Begeny & Martens, 2006).”
BackgroundResultUpright, J. J. (2018) · doi:10.31390/gradschool_theses.4690
“…findings that demonstrate that many professional teacher preparation programs do not emphasize classroom management and many teachers report that their training in classroom management was insufficient (Begeny & Martens, 2006; Freeman et al., 2014; Wei et al., 2010) Proactive Classroom Management.”
BackgroundThe Case for Functional Pedagogical Skills in School Psychology Training: An Empirical Investigation
Golightly, A. (2018) · Handbooks of sociology and social research · doi:10.1007/978-3-319-77416-9_28
KÜÇÜKÜNAL, I. S., & Özçelik, A. D. Ö. (2019) · Journal of Human Sciences · doi:10.14687/jhs.v16i3.5687
Teacher Perceptions of Evidence-Based Classroom Management Practices
Lindstrom, C. (2019) · The Keep (Eastern Illinois University)
Rohan, A. R. (2019) · ISU Red - Research and eData (Illinois State University) · doi:10.30707/etd2019.rohan.a
Teachers’ Use of Diverse Praise: A Middle and High School Sample
Toosley, A. (2020) · The Keep (Eastern Illinois University)
عامر, م. ص. ع. س. م. م. إ. (2019) · مجلة العلوم التربوية بکلية التربية بالغردقة، جامعة جنوب الوادى · doi:10.21608/mseg.2019.115278
Evaluating Use and Preference for Performance Feedback to Teach Instructional Strategies
Shuler, N. J. (2020) · The Research Repository @ WVU (West Virginia University) · doi:10.33915/etd.7587
A Preliminary Investigation of the Revised PKATE: An Elementary Sample
Fisher, M. (2021) · The Keep (Eastern Illinois University)
Universal Factors and Tier 1 Interventions Associated with Quality Student-Teacher Relationships
Kincade, L. (2020) · University of Minnesota Digital Conservancy (University of Minnesota)
Almughyiri, S. (2020) · Digital Commons - University of South Florida (University of South Florida)
مصلح, ه., & العبد, س. (2021) · Bethlehem University Journal · doi:10.13169/bethunivj.38.2021.0011
Cho, S. (2019) · American Educational Research Association Annual Meeting (AERA) · doi:10.3102/1443600
Exploring Pre-service, Early Childhood Educators’ Use of Praise: A Preliminary Investigation
Floress, M. T., Evans, M. D., Conoyer, S. J., & Jenkins, K. (2023) · Journal of Behavioral Education · doi:10.1007/s10864-023-09537-1
“This is consistent with prior research in that teachers (grades K-12) report limited classroom management training and feel unprepared to manage difficult classroom behavior (Begeny & Martens, 2006; Westling, 2010).”
VanLone, J., Freeman, J., Simonsen, B. M., Everett, S., Sugai, G. M., & Whitcomb, S. A. (2022) · The Journal of Special Education Apprenticeship · doi:10.58729/2167-3454.1131
“Perhaps BSP is used infrequently because many teachers report receiving little or no instruction in effective classroom management practices in their teacher preparation programs (Begeny & Martens, 2006; Darling-Hammond et al., 2009).”
BackgroundSpecial Education Teacher Preparation in Saudi Arabia: Qualitative Interview Design
Almughyiri, S. (2024) · The Qualitative Report · doi:10.46743/2160-3715/2024.6522 · Cited by 1
Instructional Methods in School-Based Agricultural Education
McHugh, S., Mulkey, F., Byrd, A. P., & Thoron, A. C. (2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-2766-1.ch003
Freeman, R., Newcomer, L. L., & Miller, D. (2017) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64113-010-320251003 · Cited by 1
A teacher-centered approach to the adoption and implementation of behavior supports
Pennington, R. C., Tapp, M. C., Johnson, H., & Jiang, Z. (2026) · Preventing School Failure Alternative Education for Children and Youth · doi:10.1080/1045988x.2026.2656987
“However, many educators enter the field with little (if any) training in classroom management (Begeny & Martens, 2006; Simonsen et al. 2014) and continue to experience difficulties in this area while attempting to balance instructional and managerial demands (Lane et al. 2005; Simonsen et al. 2014).”
Sinor, K., Schutte, G., McGill, B., & Langerman, L. D. (2026) · Journal of Applied School Psychology · doi:10.1080/15377903.2026.2744954
Metadata
- Authors
- Begeny, J. C., & Martens, B. K.
- Affiliations
- North Carolina State University (US)
- Syracuse University (US)
- ORCID
- Begeny, John C.
- Venue
- School Psychology Quarterly
- Published
- 2006
- Volume
- 21
- Issue
- 3
- Pages
- 262-285
- ISSN
- 1045-3830 (ISSN-L)
- 1939-1560
- OpenAlex
- W2079194387
- Cited by
- 148
- References
- 47
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 4 · 2023: 6 · 2022: 8 · 2021: 11 · 2020: 12 · 2019: 16 · 2018: 7 · 2017: 10 · 2016: 15 · 2015: 8 · 2014: 9 · 2013: 11 · 2012: 6
- FWCI
- 2.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology Quarterly (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- pre-service teachers, teacher professional development, special education
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
