Page 14: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2012). Classroom management (part 1): Learning the components of a comprehensive behavior management plan. Retrieved from https://iris.peabody.vanderbilt.edu/module/beh1/
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%20 the%20Classroom%20Environment%20article.pdf
In this article, the authors argue that by changing (or simply rearranging) the physical environment of the classroom, teachers can affect and even decrease incidents of disruptive behavior. Included is a round-up of the relevant research, as well as questions for teachers to ask themselves before, during, and after the modification process and data representing the effectiveness of redefining a given classroom’s learning areas.
Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with exceptional learners. TEACHING Exceptional Children, 49(4), 223–230.
It’s difficult to overstate the importance of effective classroom management to improved student learning outcomes. The authors of this article provide information about a classroom management framework that seeks to improve the likelihood of positive student behaviors through the teaching and establishing of routines, as well as the application of behavior-specific praise and error correction. A list of reliable resources is likewise included.
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
This article lays out the particulars of the classroom behavior management method called Positive Behavior Facilitation (PBF). Included here are notes and thoughts on assessment and communication, as well as the various pieces of PBF, among them awareness and management and how to develop an understanding of the dynamics behind classroom conflict.
Capini, E. (2008). Classroom management for all teachers: Plans for evidence-based practice (3rd ed.). Upper Saddle River, NJ: Pearson.
This guidebook outlines ten, research-based classroom management plans for use by teachers of all grade levels. Chapters include an overview of classroom management as an evidenced-based practice, tips on encouraging positive compliance, an explanation of an “individual disruptive incident barometer”, and rules for increasing in-seat behavior, among much, much else.
Evertson, C. M., & Emmer, E. T. (2013). Classroom management for elementary teachers (9th ed.). Upper Saddle River, NJ: Pearson.
This detail and information-rich book serves as a guide for the development, implementation, and maintenance of a comprehensive behavior management plan at the elementary school level. Chapters address everything from the material arrangement of classrooms to the establishment of rules and procedures to notes on how to manage problem behaviors. Sections include suggested activities, case studies, and recommendations for further reading.
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%20 Responsive%20Classroom%20Mgmt%20Strat2.pdf
This brief but useful resource lays out some of the basics of classroom behavior management through the lens of cultural awareness and sensitivity. Included are ruminations on the importance of recognizing one’s own cultural biases, as well as thoughts on the impact of students’ cultural, political, and socio-economic circumstances in helping to determine the effectiveness of classroom behavior management methods.
Teaching Channel https://www.teachingchannel.org/
This online video library seeks to promote “inspiring and effective teaching practices in America’s schools.” The site allows visitors to sort their searches by topic, grade level, or academic subject. Of particular interest to users of this module, a section on behavior issues (https://www.teachingchannel.org/videos?page=1&categories=topics_behavior&load=1) features videos on a wide variety of related topics.
The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/
This site is hosted by the Office of Special Education Programs (OSEP) and provides a wealth of positive behavior interventions and supports. Useful information on this Website includes System-Wide Evaluation Tool (SET), School-Wide Positive Behavioral Interventions & Supports “o “PBIS) Blueprint, Effective Behavior Strategy (EBS) Self-Assessment Survey, and the EBS Checklist. In addition, there are links to information on functional behavioral assessments.
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
The results of this follow-up survey on teacher attrition from the U.S. Department of Education underscores the ongoing significance of classroom behavior and behavior management in the likelihood that teachers will leave the profession.