Resources

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

Algozzine, B., Audette, R. H., Marr, M. B., & Algozzine, K. (2005). An application of total quality principles in transforming the culture of classrooms. Planning and Changing, 36(3-4), 176–192.

Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114–127. http://dx.doi.org/10.1177/0888406417700962

Anderson, K. P., Ritter, G. W., & Zamarro, G. (2019). Understanding a vicious cycle: The relationship between student discipline and student academic outcomes. Educational Researcher, 48(5), 251–262. https://doi.org/10.3102/0013189X19848720

Brown, C. L., & Palakshappa, D. (2021). Let’s not settle for getting back to “normal”—Addressing ACEs and health behaviors in the wake of the COVID-19 pandemic. Academic Pediatrics. Advance online publication. https://doi.org/10.1016/j.acap.2021.06.012

Castle, K., & Rogers, K. (1993). Rule-creating in a constructivist classroom community. Childhood Education, 70(2), 77–80. https://doi.org/10.1080/00094056.1993.10520997

Colorín Colorado. (n.d.). Creating a welcoming classroom environment. Retrieved from https://www.colorincolorado.org/article/creating-welcoming-classroom-environment

Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102-113. doi:10.1177/0888406417700825

Craig, S. E. (2016, September). The trauma-sensitive teacher. Educational Leadership, 74(1), 28–32. Retrieved from https://www.ascd.org/el/articles/the-trauma-sensitive-teacher

Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). New York: Pearson.

Evertson, C. M., & Poole, I. R. (2008). Proactive classroom management. In T. Good (Ed.), 21st century education: A reference handbook (Vol 1, pp. 131–140). Sage Publications. http://dx.doi.org/10.4135/9781412964012

Gage, N. A., & MacSuga-Gage, A. S. (2019). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Health Research Alliance. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6345407/pdf/nihms982089.pdf

Gunn, A., Bennett, S., Shuford Evans, L., Peterson, B. J., & Welsh, J. L. (2013). Autobiographies in preservice teacher education: A snapshot tool for building a culturally responsive pedagogy. International Journal of Multicultural Education, 15(1), 1–20. http://dx.doi.org/10.18251/ijme.v15i1.628

Harbour, K. E., Evanovich, L. L., Sweigart, C. A., & Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure: Alternative Education for Children and Youth, 59(1), 5–13. https://doi.org/10.1080/1045988x.2014.919136

Herman, K. C., & Reinke, W. M. (2015). Stress management for teachers: A proactive guide. New York: Guilford.

Howell, A., Caldarella, P., Korth, B., & Young, K. R. (2014). Exploring the social validity of teacher praise notes in elementary school. Journal of Classroom Instruction, 49(2), 22–32. Retrieved from https://www.jstor.org/stable/44735701

Kaiser, B. & Rasminsky, J. S. (2019/2020, December/January). Valuing diversity: Developing a deeper understanding of all young children’s behavior. Teaching Young Children, 13(2), 20–23. Retrieved from https://www.naeyc.org/resources/pubs/tyc/dec2019/valuing-diversity-developing-understanding-behavior

Krasnoff, B. (2016). Culturally responsive teaching: A guide to evidence-based practices for teaching all students equitably. Region X Equity Assistance Center Education Northwest. Retrieved from https://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching.pdf

Leverson, M., Smith, K., Mcintosh, M., Rose, J., & Pinkelman, S. (2021). PBIS cultural responsiveness field guide: Resources for trainers and coaches. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/6062383b3f8932b212e9c98b_PBIS%20Cultural%20Responsiveness%20Field%20Guide%20v2.pdf

Long, A., Miller, F. G., & Upright, J. J. (2019). Classroom management for ethnic-racial minority students: A meta-analysis of single-case design studies. School psychology,34(1), 1–13. http://dx.doi.org/10.1037/spq0000305

Metropolitan Center for Urban Education. (2008). Culturally responsive classroom management strategies. New York University Steinhardt School of Culture, Education, and Human Development. Retrieved from https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Minahan, J. (2019, October). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30–35. Retrieved from https://www.ascd.org/el/articles/trauma-informed-teaching-strategies

Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behavior. Teacher Education and Special Education, 40(2), 140–153. https://doi.org/10.1177/0888406417700961

National Child Traumatic Stress Network, Schools Committee. (2017). Creating, supporting, and sustaining trauma-informed schools: A system framework. National Center for Child Traumatic Stress. Retrieved from https://www.nctsn.org/sites/default/files/resources//creating_supporting_sustaining_trauma_informed_schools_a_systems_framework.pdf

Office of Special Education Programs. (2015). Supporting and responding to behavior: Evidence-based classroom strategies for teachers. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf

Plumb, J. L., Bush, K. A., & Kersevich, S. E. (2016). Trauma-sensitive schools: An evidence-based approach. School Social Work Journal, 40(2), 37–60.

Reinke, W. M., Herman, K. C., & Stormont, M. (2013). Classroom level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39–50. http://dx.doi.org/10.1177/1098300712459079

Sacks, V., & Murphey, D. (2018, February 12). The prevalence of adverse childhood experiences, nationally, by state, and by race or ethnicity. Child Trends. Retrieved from https://www.childtrends.org/publications/prevalence-adverse-childhood-experiences-nationally-state-race-ethnicity

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. http://dx.doi.org/10.1353/etc.0.0007

Simonsen, B., Putnam, R. F., Yaneck, K., Evanovich, L.L., Shaw, S. K., Shuttleton, C. Morris, K., & Mitchell, B. S. (2020). Supporting students with disabilities in the classroom within a PBIS framework. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/5f4ede9c0d2af7e672802ef7_Supporting%20Students%20with%20Disabilities%20%20in%20the%20Classroom%20within%20a%20PBIS%20Framework.pdf

Simonsen, B., Yanek, K., Sugai, G., & Borgmeier, C. (2020). Habits of effective classroom practice. Center on PBIS, University of Oregon. Retrieved from https://assets-global.website files.com/5d3725188825e071f1670246/6035475ae3842049349ba1b2_Habits%20of%20Effective%20Classroom%20Practice%2012.14.20%20(Long%20Template).pdf

Sonu, S., Marvin, D., & Moore, C. (2021). The intersection and dynamics between COVID-19, health disparities, and adverse childhood experiences. Journal of Child & Adolescent Trauma. https://doi.org/10.1007/s40653-021-00363-z

Stemler, S. E., Bebell, D., & Sonnabend, L. A. (2011). Using school mission statements for reflection and research. Educational Administration Quarterly, 47(2), 383–420. https://doi.org/10.1177%2F0013161X10387590

U. S. Department of Education. (2021). OSEP fast facts: Race and ethnicity of children with disabilities served under IDEA Part B. Retrieved from https://sites.ed.gov/idea/osep-fast-facts-race-and-ethnicity-of-children-with-disabilities-served-under-idea-part-b/

U.S. Department of Education Office for Civil Rights. (2021). An overview of exclusionary discipline practices in public schools for the 2017–2018 school year. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/crdc-exclusionary-school-discipline.pdf

Wegmann, K. M., & Bowen, G. L. (2010, September). Strengthening connections between schools and diverse families: A cultural capital perspective. The Prevention Researcher,17(3), 7–10. Retrieved from https://link.gale.com/apps/doc/A259750110/AONE?u=anon~4dc8c9d6&sid=googleScholar&xid=0393eed3.