Document Type
Article
Publication Date
1-1-2015
Originally Published In
National Social Science Journal
Volume Number
43
Issue Number
2
Page Numbers
89-94
Downloads before May 2022
1,155
Abstract
Education has been calling for evidence-based practices to help validate it as a bona fide profession (Gable, Tonelson, Sheth, Wilson, & Park, 2012). Lack of evidence-based practices presents an unusual irony in education since the literature has been addressing this research-to-practice gap for years. In particular, evidence based practices in classroom management and discipline have been nearly absent. Skinner noted as far back as 1968 (Skinner, 1968) that most teachers simply incorporate personal experiences into classroom practices rather than embracing science-based methods.
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