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Abstract The transition to virtual learning resulting from the COVID-19 pandemic drastically altered the work of many teachers. Despite the expansion of remote instruction, more research is needed to demonstrate what works for classroom management during virtual learning. We report the findings from an online survey related to online classroom management. Nearly 300 educators from 30 states completed the survey. We examined special and general education teachers’ perceived knowledge, use, and effectiveness of evidence-based classroom management practices translated for remote instruction and report findings related to self-efficacy when managing classrooms online. Results provide empirical support for the application of established classroom management practices in virtual learning contexts. Differences between special and general educators are explored and implications for special educator training and professional development are discussed. [ABSTRACT FROM AUTHOR]

This paper describes a faculty-in-residence programme within a school–university partnership at a recently opened STEAM (Science, Technology, Engineering, Art and Mathematics) middle school in the Southeastern United States. We used an instrumental, qualitative case study approach to investigate how three teachers with differing needs participated in this unique partnership focused on ongoing teacher professional learning and development. Data were collected through pre-post questionnaires, observations, follow-up questions, email exchanges and participants' logs, and teaching documents. The framework of Practice-based Professional Development (PBPD; Ball & Cohen, 1999) is used to theorise and analyse the cases. Findings suggest that the model of PBPD applied across a variety of contexts, even within a single school, assists individual teachers in effectively honing desired instructional practices. The paper concludes with suggestions for how a faculty-in-residence programme utilising PBPD might serve as a professional learning and development, in a manner benefiting both the STEAM school and university. [ABSTRACT FROM AUTHOR]

Special educators are expected to implement High-Leverage Practices to support diverse learners. This article describes the findings from a mixed-reality simulation project structured around the framework of connected learning. The project sought to evaluate how 30 preservice teacher candidates in special education feel about mixed-reality simulation compared to traditional classroom practice (i.e., role playing) in learning the High-Leverage Practice of system of least prompts. Results of this study indicate that those who participated in the mixed-reality simulator had significantly different social validity survey responses from the live practice group on items related to perceived performance, perceived tool value, and treatment experience; these findings can help inform teacher educators on how to incorporate mixed-reality simulation. Limitations and future research are discussed. [ABSTRACT FROM AUTHOR]

Schools can use School-Wide Positive Behavior Interventions and Supports (SWPBIS) videos as a tool for teaching school-wide expectations and other targeted skills. Although some schools integrate SWPBIS videos into their universal framework, little is known about the creation and implementation of these videos. Through an online survey, information was gathered from schools implementing SWPBIS to describe the development and use of videos to support SWPBIS initiatives. Results from personnel representing 180 schools indicated that schools are using videos for a variety of purposes including supporting SWPBIS initiatives and student behavior. In general, schools reported positive views of videos, although some reported challenges concerning the time and resources required to produce videos. Practical implications and recommendations regarding future use of SWPBIS videos and research are discussed. [ABSTRACT FROM AUTHOR]

This article describes the critical need for behavioral supports to be implemented across all students. The current inflammatory social and political climate appears to be having a negative effect on student social behavior, something we call the "Trump Effect." The authors advocate for specific ways educators can improve school climate and student behavior through increased beginning teacher training focused on understanding behavior (i.e., internalizing and externalizing behaviors) and the use of evidence-based behavior management strategies (e.g., reinforcement). Descriptions of classroom-level supports including information surrounding free/low-cost resources plus direction to additional resources for students in need of targeted or individualized interventions are provided. [ABSTRACT FROM AUTHOR]

Teaching expectations is an essential component of schoolwide positive behavioral interventions and supports (PBIS). Creating PBIS videos is a tool for teaching expectations and other targeted skills within a schoolwide PBIS framework. In this article, we offer the why, how, when, where, and what of producing/screening PBIS videos to effectively support schoolwide prevention efforts. Because effective videos (a) demonstrate the core PBIS principles and (b) meet technical video production standards, we offer a rubric for self-evaluating your own videos considering these two key elements. To support the use of PBIS videos, we also present a sample screening schedule and a tip sheet with questions to ask before, during, and after PBIS video production. [ABSTRACT FROM PUBLISHER]

Behavior management issues may impede learning in physical education (PE), yet there is a paucity of evidence-based behavior-management programs studied in the PE environment to assist PE teachers to be better prepared to handle these issues. Classwide-function intervention teams (CW-FIT) is a group contingency procedure for managing student behavior. This article provides guidelines for implementing CW-FIT in physical education, presenting the components of the procedure in five steps: (1) preparation, (2) introducing the game, (3) implementation, (4) closing the lesson, and (5) assessing CW-FIT. Step-by-step directions to support teachers are also included. [ABSTRACT FROM AUTHOR]