Resources

Akey, T. M. (2006). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. MDRC. 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. doi: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. doi:10.3102/0013189X19848720

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

Colorín Colorado. (n.d.). Creating a welcoming classroom environment. 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). The trauma-sensitive teacher. Educational Leadership, 74(1), 28–32. https://www.ascd.org/el/articles/the-trauma-sensitive-teacher

Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). 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. doi: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. 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. doi: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. doi:10.1080/1045988x.2014.919136

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

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. https://www.jstor.org/stable/44735701

Kaiser, B. & Rasminsky, J. S. (2019). Valuing diversity: Developing a deeper understanding of all young children’s behavior. Teaching Young Children, 13(2), 20–23. 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. 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. 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. doi: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. https://research.steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive%20Classroom%20Mgmt%20Strat2.pdf

Minahan, J. (2019). Trauma-informed teaching strategies. Educational Leadership, 77(2), 30–35. 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. doi: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. 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. 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. doi:10.1177/1098300712459079

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. doi: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. 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. 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. doi: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. doi:10.1177%2F0013161X10387590

Swedo, E. A., Pampati, S., Anderson, K. N., Thorne, E., McKinnon, I. I., Brener, N. D., Stinson, J., Mpofu, J. J., & Niolon, P. H. (2024). Adverse childhood experiences and health conditions and risk behaviors among high school students—Youth risk behavior survey, United States, 2023. U.S. Department of Health and Human Services, Centers for Disease Control and Prevention. https://stacks.cdc.gov/view/cdc/177098

U.S. Department of Education. (2021). OSEP fast facts: Race and ethnicity of children with disabilities served under IDEA Part B. 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. 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. https://link.gale.com/apps/doc/A259750110/AONE?u=anon~4dc8c9d6&sid=googleScholar&xid=0393eed3

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.

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

Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)

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 (SW-PBIS) Blueprint, Effective Behavior Strategy (EBS) Self-Assessment Survey, and the EBS Checklist. In addition, there are links to information on functional behavioral assessments.