Recursos

Akey, T. M. (2006, January). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. Retrieved on April 24, 2012, from http://www.mdrc.org/publications/419/full.pdf

Allen, R., & Boelter, L. A. (2008, November). Using natural and logical consequences. Retrieved on April 24, 2012, from http://www.extension.umn.edu/distribution/familydevelopment/W00019.html

American Psychological Association. (n.d.). Classroom management: Teachers module. Retrieved on April 24, 2012, from http://www.apa.org/education/k12/classroom-mgmt.aspx

Burke, R. V., Oats, R. G., Ringle, J. L., O’Neill Fichtner, L., & DelGaudio, M. B. (2011). Implementation of a classroom management program with urban elementary schools in low-income neighborhoods: Does program fidelity affect student behavior and academic outcomes? Journal of Education for Students Placed at Risk (JESPAR), 16(3), 201–218.

Capizzi, A. M. (2009). Start the year off right: Designing and developing a supportive classroom management plan. Focus on Exceptional Children, 42(3), 1–12.

Charles, C. M., & Senter, G. W. (2008). Elementary classroom education (5th ed.). Upper Saddle River, NJ: Pearson.

Coalition for Psychology in Schools. (2006, August). Report on the teacher needs survey. Washington, D.C.: American Psychological Association, Center for Psychology in Schools and Education. Retrieved on April 24, 2012, from http://www.apa.org/ed/schools/coalition/teachers-needs.pdf

Colvin, G., Kame’enui, E. J., & Sugai, G. (1993). School–wide and classroom management: Reconceptualizing the integration and management of students with behavior problems in general education. Education & Treatment of Children, 16, 361-381.

Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National Academy Press.

Emmer, E. T., & Evertson, C. M. (2013). Classroom management for middle and high school teachers (9th ed.). Boston, MA: Pearson.

Evertson, C. M., & Weinstein, C. S., eds. (2006). Handbook of classroom management: Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.

Harrell, P., Leavell, A., van Tessell, F., & McKee, K. (2004). No teacher left behind: Results of a five–year study of teacher attrition. Action in Teacher Education, 26, 47-59.

Hershfeldt, P. A., Bradshaw, C. P., & Debnam, K. (n.d.) Addressing disproportionality through PBIS: The double-check method. PowerPoint slides. Retrieved on April 24, 2012, from http://www.apbs.org/Archives/Conferences/seventhconference/files/D3_Hershfeldt.pdf

Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., & Leaf, P. J. (2009). Double-check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2), Article 5. Retrieved from http://escholarship.bc.edu/education/tecplus/vol6/iss2/art5/

Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (8th ed.). Boston, MA: Allyn & Bacon.

Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle River, NJ: Merrill Prentice Hall.

Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701–712.

Leflot, G., van Lier, P. A. C., Onghena, P., & Colpin H. (2010, April). The role of teacher behavior management in the development of disruptive behaviors: An intervention study with the good behavior game. Journal of Abnormal Child Psychology, 38, 869–882.

Levin, J., & Nolan, J. E. (2010). Principles of classroom management: A professional decision-making model (6th ed.). Upper Saddle River, NJ: Pearson.

Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31(6), 1–24.

Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Positive behavior support: Teaching and acknowledging expected behaviors in an urban high school. Teaching Exceptional Children 42(5), 27–35.

Nelson, J. R., Martella, R. M., & Marchand-Martella, N. (2000). Maximizing student learning: The effects of a comprehensive school-based program for preventing problem behaviors. Journal of Emotional and Behavioral Disorders, 10(3), 136–148.

Oliver, R. M., & Reschly, D. J. (2007, December). Effective classroom management: Teacher preparation and professional development. National Comprehensive Center for Teacher Quality issue paper. Retrieved on April 24, 2012, from http://www.tqsource.org/topics/effectiveClassroomManagement.pdf

OSEP Technical Assistance Center on Positive Behavioral Supports. (2012). What is school-wide positive behavioral intervention? Retrieved on April 24, 2012, from http://www.pbis.org/school/what_is_swpbs.aspx

Rosenberg, M. S., & Jackman, L. A. (2003). Development, implementation, and sustainability of comprehensive school-wide behavior management systems. Intervention in School and Clinic, 39(1), 10–21.

Rosenberg, M. S., Wilson, R., Maheady, L., & Sindelar, P. T. (2003). Educating students with behavior disorders (3rd ed.). Needham Heights, MA: Allyn & Bacon.

Siebert, C. J. (2005). Promoting preservice teachers’ success in classroom management by leveraging a local union’s resources: A professional development school initiative. Education, 125(3), 385–392.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380.

The University of Kansas. (n.d.). Natural and logical consequences. Retrieved on April 24, 2012, from http://www.specialconnections.ku.edu/?q=behavior_plans/classroom_and_group_support/teacher_tools/natural_and_logical_consequences

U.S. Department of Education, National Center for Education Statistics. (2011). Characteristics of full-time teachers (Indicator 5-2011). Retrieved on April 24, 2012, from http://nces.ed.gov/programs/coe/indicator_tsp.asp

U.S. Department of Education, National Center for Education Statistics. (2005). The condition of education 2005. Washington, DC: U.S. Government Printing Office. Retrieved on April 24, 2012, from http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094

U.S. Department of Education, National Center for Education Statistics. (2007–2008). Contexts of elementary and secondary education: Teachers and staff. Washington, DC: U.S. Government Printing Office. Retrieved on April 24, 2012, from http://nces.ed.gov/programs/coe/tables/table-tsp-1.asp

U.S. Department of Education, National Center for Education Statistics. (2011). Racial/ ethnic enrollment in public schools (Indicator 5-2011). Washington, DC: U.S. Government Printing Office. Retrieved on April 24, 2012, from http://nces.ed.gov/programs/coe/indicator_1er.asp

Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brooks/ Cole Publisher.

Walker, H. M., & Walker, J. E. (1998). Coping with noncompliance in the classroom: A positive approach for teachers. Austin, TX: Pro-Ed.

Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38.

Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. TEACHING Exceptional Children, 42(6), 8–13. Retrieved on May 11, 2012, from http://files.csd.org/linked_files/Special%20Ed/nov_2010/FBA_BIP_WS_11-23-2010/resource_not_required/Changing%20Behaviors%20by%20Changing%20the%20Classroom%20Environment%20article.pdf

En este artículo, los autores argumentan que a través del cambio (o la simple reorganización) del ambiente físico de un salón de clases, los maestros pueden afectar o hasta disminuir el número de incidentes de comportamiento perturbador. Incluida también es una arreada de los estudios pertinentes, además de preguntas que un maestro puede hacerse ante, durante y después del proceso de la modificación y datos sobre la eficacidad de la redefinición de las zonas de aprendizaje dentro de un salón de clase cualquier.

Olive, E. C. (2004). Practical tools for positive behavior facilitation. Reclaiming Children and Youth: The Journal of Strength-based Interventions, 13(1), 43–47. Retrieved on April 24, 2012, from http://www.rocketinc.net/downloads/PBF_Journal_Article.pdf

Este artículo traza las particularidades de un método para el manejo comportamental en el salón de clases llamado Positive Behavior Facilitation (PBF) [Facilitación de conducta positiva]. Incluido también aquí son unas notas y pensamientos sobre la evaluación y la comunicación, además de las piezas variadas de PBF, que incluyen a la conciencia y la gerencia y cómo desarrollar un entendimiento de la dinámica que subyace el conflicto en el salón de clase.

Capini, E. (2008). Classroom management for all teachers: Plans for evidence-based practice (3rd ed.). Upper Saddle River, NJ: Pearson.

Esta guía bosqueja diez planes para el manejo de la conducta basados en la investigación que pueden ser usados por maestros de todos niveles. Los capítulos incluyen, entre otras cosas una visión general del manejo del salón de class como una práctica basada en la evidencia, una explicación de un “barómetro del incidente perturbador individual” y reglas para aumentar el buen comportamiento desde el pupitre.

Evertson, C. M., & Emmer, E. T. (2013). Classroom management for elementary teachers (9th ed.). Upper Saddle River, NJ: Pearson.

Este libro detallado puede servir de guía para el desarrollo, la implementación y el mantenimiento de un plan comprehensivo para el manejo de la conducta al nivel de la primaria. Los capítulos tratan desde la organización de la aula hasta el establecimiento de reglas y procedimientos hasta apuntes obre cómo manejar comportamientos problemáticos. Las secciones incluyen sugerencias para actividades, estudios y recomendaciones para más lectura.

Metropolitan Center for Urban Education. (2008, October). Culturally responsive classroom management strategies. Retrieved on April 24, 2012, from http://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Este recurso breve pero útil bosqueja algunos rasgos básicos del manejo comportamental a través de la óptica de la sensibilidad y conciencia culturales. Incluidos también son pensamientos sobre la importancia de reconocer en si mismo prejuicios culturales e información sombre el impacto que tienen las circunstancias políticas, culturales y socio-económicos en determinar la eficacia de los métodos del manejo comportamental en el salón de clase.

Teaching Channel https://www.teachingchannel.org/

Esta biblioteca digital de videos busca promover “prácticas eficaces e inspiradoras en las escuelas americanas”. Este sitio permite que los visitantes organicen sus búsquedas por tema, curso o asignatura. De interés específico a los que han utilizado este módulo, una sección sobre asuntos comportamentales tiene videos sobre una gran variedad de temas: (https://www.teachingchannel.org/videos?page=1&categories=topics_behavior&load=1).

The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/

Este sitio dentro del sitio de la Oficina de Programas de Educación Especial (OSEP, Office of Special Education Programs) provee una riqueza de intervenciones comportamentales y apoyos. Información útil en este sitio de la red incluye Herramientas para la evaluación de un sistema total (System-Wide Evaluation Tools), evaluaciones para Estrategias eficaces para la conducta (EBS, Effective Behavior Strategy) y una lista de verificación para ésas. Además hay enlaces a la información sobre evaluaciones de comportamientos funcionales.

U.S. Department of Education, National Center for Education Statistics. (2010, August). Teacher attrition and mobility: Results from the 2008–2009 teacher follow-up survey. Retrieved on April 24, 2012, from http://nces.ed.gov/pubs2010/2010353.pdf

Los resultados de esta encuesta del Departamento de Educación de los EE.UU. sobre la atrición profesional subrayan la importancia del comportamiento y del manejo de esto en la probabilidad de que una maestra deja su puesto.