Date of Completion


Embargo Period



Pre-Service Teachers, Teacher Preparation, Classroom Management

Major Advisor

Jennifer Freeman

Associate Advisor

Brandi Simonsen

Associate Advisor

George Sugai

Field of Study

Educational Psychology


Doctor of Philosophy

Open Access

Open Access


Classroom management is one of the most important factors contributing to positive learning outcomes for students. Despite its importance, many teachers report receiving no or insufficient pre-service training in evidence based classroom management practices (Darling- Hammond, Wei, Andree, Richardson, & Orphanos, 2009). New teacher attrition rates are high, and teachers have reported challenges with classroom management as a reason for leaving the field. The overall lack of preparedness in classroom management and these high attrition rates negatively impact the schools and students they serve (Ingersoll & Smith, 2003), and this disproportionally affects high needs school districts and students (Simon & Johnson, 2015). For this reason, it is essential that teacher preparation programs support their pre-service teachers in becoming effective classroom managers (Begeny & Martens, 2006).

This research study used an experimental, multiple baseline across participants, single subject research design to test the effects of a multi-component intervention on pre-service teachers’ use of one evidence-based classroom management skill, behavior specific praise (BSP). The multi-component intervention consisted of explicit instruction and modeling of the skill, followed by on-going video self-analysis and self-monitoring with performance feedback. Participants (n=4) were undergraduate senior teacher education students who were completing their student teaching semester. In addition to monitoring BSP, data was collected on student on-task behavior.

Results of the study found a functional relation between the multi-component intervention and pre-service teachers’ use of behavior specific praise. The findings suggest that pre-service teachers require instructional support beyond coursework in evidence-based classroom management skills, and that using video self-analysis to monitor their own skill growth can support application of skills in the classroom. Implications for research, practice, and policy are discussed.