Fostering Positive Learning Environments: Are General and Special Education Teachers From One School District Using Research-Informed and Evidence-Based Practices?

Abstract The use of research-informed and evidence-based practices (RI/EBPs) in classroom and behavior management can help teachers mitigate challenging student behavior in their classrooms, while also improving the academic achievement for those students. However, research suggests teachers lack the knowledge and skills to implement these practices. The purpose of this study was to gain insight of one mid-Atlantic school districts (1) access, preparation, and training in the use of RI/EBPs in classroom and behavior management and (2) the experiences of their teachers with RI/EBPs in classroom and behavior management. Data were analyzed based on a cross-sectional survey design. Results indicated participants had limited access, preparation, and training in RI/EBPs in classroom and behavior management; however, some variation did occur. In addition, results were promising relative to our participants’ experiences with RI/EBPs in classroom and behavior management. Limitations, implications for future research, and implications for practice are discussed.