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This article examines how prevalent evidence-based CBM practices are within Australian undergraduate primary teacher coursework. Empirical research supported a set of CBM practices, then CBM models in university courses and prescribed texts were reviewed for inclusion. Findings show evidence-based CBM practices were rarely incorporated, shaping beginning teachers’ knowledge and confidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evidence-based-classroom-and-behaviour-management-content-in-australian-pre-service-primary-teachers-coursework-wherefore-art-thou-article-1/593560/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evidence-based-classroom-and-behaviour-management-content-in-australian-pre-service-primary-teachers-coursework-wherefore-art-thou-article-1/593560.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What issue does the article address in pre-service teacher education?","Question",{"text":112,"@type":113},"It addresses the reported inadequacy of teacher preparation, especially for classroom and behaviour management (CBM), among beginning teachers.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was evidence-based CBM practice assessed in the study?",{"text":117,"@type":113},"The study established CBM practices supported by empirical research, then examined CBM course models and prescribed texts for inclusion.",{"name":119,"@type":110,"acceptedAnswer":120},"What was the main finding about evidence-based practices in CBM coursework?",{"text":121,"@type":113},"Evidence-based CBM practices were not commonly included in either the course models or the prescribed texts used to support those courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593560,1792191305,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 39 | Issue 4 | Article 1 |\n| --- | --- |\n\n2014  \nEvidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?  \nSue C. O'Neill  \nUniversity of New South Wales, [sue.oneill@unsw.edu.au](sue.oneill@unsw.edu.au)  \nJennifer Stephenson  \nMacquarie University Special Education Centre, [jennifer.stephenson@mq.edu.au](jennifer.stephenson@mq.edu.au)  \nRecommended Citation  \nO'Neill, S. C., & Stephenson, J. (2014). Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?. Australian Journal of Teacher Education, 39 (4).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol39/iss4/1](http://ro.ecu.edu.au/ajte/vol39/iss4/1)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol39/iss4/1](http://ro.ecu.edu.au/ajte/vol39/iss4/1)  \nAustralian Journal of Teacher Education  \nEvidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers’ Coursework: Wherefore  \nArt Thou?  \nSue O’Neill  \nUniversity of New South Wales  \nJennifer Stephenson  \nMacquarie University Special Education Centre  \nAbstract: Beginning teachers often report feeling less than  \nadequately prepared by their teacher education programs in  \nthe area of classroom and behaviour management (CBM).  \nThis article reports the prevalence of evidence-based  \npractices in the coursework content on offer in Australian  \nundergraduate primary teacher education programs. First a  \nset of CBM practices supported by empirical research was  \nestablished. Models of CBM in CBM courses and prescribed texts were then examined for the inclusion of these practices.  \nWe found that evidence-based practices in CBM were not  \ncommonly included in either models of CBM covered in  \ncourses, or in the prescribed texts used to support courses.  \nThe implications of this phenomenon on beginning teachers’  \nknowledge and confidence in CBM are discussed.  \nBeginning teachers, locally and elsewhere, have long complained about the inadequacy of their pre-service preparation in the area of classroom and behaviour management (CBM) (Atici, 2007; Department of Education, Science & Training, 2006; Veenman, 1984), and it is one of the top two concerns of beginning teachers in Australia (Australian Education Union, 2009). A recent survey of Australian first-year-out primary teachers found that they felt only somewhat prepared to manage a range of problematic student behaviours based on their pre-service teacher coursework preparation (O’Neill & Stephenson, 2013). This dissatisfaction is supported by findings from the Staff in Australian Schools report (McKenzie, Rowley, Weldon, & Murphy, 2011), which reported that less than half of the beginning teachers surveyed felt their pre-service course had been helpful in preparing them to manage “a range of classroom situations”(p. 77) .  \nCriticisms of teacher preparation in the area of classroom management are not unique to Australia. A recent review conducted by the National Council on Teacher Quality (NCTQ) suggested that teacher preparation programs in the USA “have become an industry of mediocrity, churning out first-year teachers with classroom management skills and content knowledge inadequate to thrive in classrooms with ever-increasing ethnic and socioeconomic student diversity”(NCTQ, 2013, p.1) . Australian schools and their teachers are also facing the challenges of increasing student diversity, with more students with disabilities now enrolled in mainstream educational settings under the policy of inclusion (Ashman & Elkins, 2011) . In Australia, problems in managing student behaviour have been linked to beginning teacher burnout, attrition, and intention to leave (Goddard & Goddard, 2006; McKenzie et al., 2011). Aside from the negative impacts on beginning teachers, poor  \nVol 39, 3, April 2014 1  \nAu","cbCaic4glq9wKclK","https://ap.wps.com/l/cbCaic4glq9wKclK","pdf",183823,23,"English","# Abstract\n# Background and problem statement\n# Evidence-based CBM definition and scope\n# Research rationale and evidence base\n# Implications and findings overview","[{\"question\":\"What issue does the article address in pre-service teacher education?\",\"answer\":\"It addresses the reported inadequacy of teacher preparation, especially for classroom and behaviour management (CBM), among beginning teachers.\"},{\"question\":\"How was evidence-based CBM practice assessed in the study?\",\"answer\":\"The study established CBM practices supported by empirical research, then examined CBM course models and prescribed texts for inclusion.\"},{\"question\":\"What was the main finding about evidence-based practices in CBM coursework?\",\"answer\":\"Evidence-based CBM practices were not commonly included in either the course models or the prescribed texts used to support those courses.\"}]","Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers’ Coursework: Wherefore Art Thou? - Article 1 | PDF",1792077482,58]