Measuring Practicing and Prospective Elementary Teachers' Efficacy for Classroom Management: A Preliminary Development and Validation Study

ERIC Educational Resources Information Center

Putman, S. Michael

2013-01-01

Research has shown efficacy exerts a powerful influence on behavior. Classroom management represents one vehicle for demonstrations of these behaviors, yet few instruments focus solely on the measurement of this domain-specific form of efficacy. This research explored the relationship between teacher self-efficacy and classroom management through…

The Relationship between Classroom Management Strategies and Student Misbehaviors.

ERIC Educational Resources Information Center

Skiba, Russell J.

Because research has determined that specific management techniques can have an effect on the classroom behavior of students, an observational rating scale was developed to assess the type of management techniques six elementary teachers in a program for behaviorally disordered children used to control behavior. Correlational analyses were used to…

Preventing Challenging Behaviors in Preschool: Effective Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Coleman, Janelle C.; Crosby, Megan G.; Irwin, Heather K.; Dennis, Lindsay R.; Simpson, Cynthia G.; Rose, Chad A.

2013-01-01

This article provides practical strategies and techniques that early childhood educators can implement in their classrooms to effectively manage challenging behaviors. The specific strategies addressed fall under the following categories: (a) classroom management, (b) reinforcement, and (c) communication. Suggestions are made for how parents can…

Increasing On-Task Behavior in Students in a Regular Classroom: Effectiveness of a Self-Management Procedure Using a Tactile Prompt

ERIC Educational Resources Information Center

Moore, Dennis W.; Anderson, Angelika; Glassenbury, Michele; Lang, Russell; Didden, Robert

2013-01-01

Self-management strategies have been shown to be widely effective. However, limited classroom-based research exists involving low performing but developmentally normal high school-aged participants. This study examined the effectiveness of a self-management strategy aimed at increasing on-task behavior in general education classrooms with students…

Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers

PubMed Central

Guo, Ying; Tompkins, Virginia; Justice, Laura; Petscher, Yaacov

2016-01-01

Research Findings The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children’s age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children’s vocabulary gains within classrooms characterized by better behavior management. Practice or Policy Findings underscore the importance of children’s social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children’s behaviors so as to provide a classroom that is optimal for child learning. PMID:27660399

Professional Development to Increase Teacher Behavior-Specific Praise: A Single-Case Design Replication

ERIC Educational Resources Information Center

Gage, Nicholas A.; Grasley-Boy, Nicolette M.; MacSuga-Gage, Ashley S.

2018-01-01

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in-service professional development. In this study, we replicated a targeted professional development approach that included a brief one-on-one training session and emailed visual…

The Caterpillar Game: A Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Rock, Angela L.; Hailemariam, Assegedech

2017-01-01

A single-case experimental design was used to evaluate the effects of the Caterpillar Game, a classroom management system, on disruptive behavior in a general education first grade classroom. A multiple baseline design across settings was used to evaluate changes in student disruptive behavior and teacher praise. When the Caterpillar Game was…

An Evaluation of CHAMPS for Classroom Management

ERIC Educational Resources Information Center

Evans, Vernessa

2016-01-01

Teacher education programs focus on preparing teachers to instruct students, but they usually do not focus on preparing teachers to manage students' behavior, which may prevent teachers from providing effective instruction. This project study evaluated a classroom behavior management model, CHAMPS, designed to help teachers manage student behavior…

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

The Caterpillar Game: A SW-PBIS Aligned Classroom Management System

ERIC Educational Resources Information Center

Floress, Margaret T.; Jacoby, Amber L.

2017-01-01

The Caterpillar Game is a classroom management system that is aligned with School-wide Positive Behavioral Interventions and Supports standards. A single-case, multiple-baseline design was used to evaluate the effects of the Caterpillar Game on disruptive student behavior and teacher praise. Three classrooms were included in the study (preschool,…

The Good Behavior Game: A Classroom-Behavior Intervention Effective across Cultures

ERIC Educational Resources Information Center

Nolan, Julene D.; Houlihan, Daniel; Wanzek, Megan; Jenson, William R.

2014-01-01

Few classroom behavioral interventions have been thoroughly studied using culturally and linguistically diverse populations, international student populations, or those from diverse socio-economic backgrounds. Yet, having such tools for school psychologists and teachers is critical for behavior management in the classroom. One important exception…

Behavior Modification in the Classroom

ERIC Educational Resources Information Center

Whitman, Mryon; Whitman, Joan

1971-01-01

This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

Torey Hayden's Teacher Lore: Classroom Behavior Management of Children with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Marlowe, Mike; Disney, Gayle

2006-01-01

Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

The Effect of a Professional Development Classroom Management Model on At-Risk Elementary Students' Misbehaviors

ERIC Educational Resources Information Center

Reglin, Gary; Akpo-Sanni, Joretta; Losike-Sedimo, Nonofo

2012-01-01

The problem in the study was that at-risk elementary school students had too many classroom disruptive behaviors. The purpose was to investigate the effect a Professional Development Classroom Management Model would have on reducing these students' misbehaviors. The study implemented a classroom management model to improve the classroom management…

Systemize Classroom Management to Enhance Teaching and Learning

ERIC Educational Resources Information Center

Delman, Douglas J.

2011-01-01

Good classroom management is one of the most important goals teachers strive to establish from the first day of class. The rules, procedures, activities, and behaviors set the classroom tone throughout the school year. By revising, updating, and systemizing classroom management activities, teachers can eliminate many problems created by students…

Pre-Service Teacher Training in Classroom Management: A Review of State Accreditation Policy and Teacher Preparation Programs

ERIC Educational Resources Information Center

Freeman, Jennifer; Simonsen, Brandi; Briere, Donald E.; MacSuga-Gage, Ashley S.

2014-01-01

Effective classroom management skills are essential for teachers. Unfortunately, many teachers do not receive adequate classroom management training prior to beginning their teaching careers and feel unprepared for the demands of managing student behaviors in their classrooms. In this article, we describe (a) the number of states with state policy…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

ERIC Educational Resources Information Center

Gulcan, Murat Gurkan

2010-01-01

Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

Models of Classroom Management as Applied to the Secondary Classroom

ERIC Educational Resources Information Center

Malmgren, Kimber W.; Trezek, Beverly J.; Paul, Peter V.

2005-01-01

Difficulty managing behavior in the classroom is frequently cited as a source of frustration for teachers and a common reason why new teachers leave the profession (Ingersoll 2001, 2003). Concerted attention to issues of classroom management is important to the health of education; attention to these issues at the middle and secondary education…

Construct Validation of the Behavior and Instructional Management Scale

ERIC Educational Resources Information Center

Martin, Nancy K.; Sass, Daniel A.

2010-01-01

Beliefs related to classroom management vary among teachers and play an important role in classrooms. Despite the importance of this construct, valid measures have proven difficult to develop. This study evaluated the psychometric properties of the Behavior and Instructional Management Scale (BIMS), a short but valid measure of teachers'…

Behavioral Interventions in Schools: Evidence-Based Positive Strategies. School Psychology Series

ERIC Educational Resources Information Center

Akin-Little, Angeleque, Ed.; Little, Steven G., Ed.; Bray, Melissa A., Ed.; Kehle, Thomas J., Ed.

2009-01-01

The emotional and behavioral problems of students in the classroom are a major concern for teachers, administrators, and the public. Without effective behavior management, a positive and productive classroom environment is impossible to achieve. Forty years of scientific research supports the efficacy of behavioral interventions in the classroom,…

Self- Versus Teacher Management of Behavior for Elementary School Students with Asperger Syndrome: Impact on Classroom Behavior

ERIC Educational Resources Information Center

Shogren, Karrie A.; Lang, Russell; Machalicek, Wendy; Rispoli, Mandy J.; O'Reilly, Mark

2011-01-01

The purpose of this study was to evaluate and compare the effectiveness of a token economy and a self-management intervention in an inclusive kindergarten classroom. Two 5-year-old children with Asperger syndrome who were struggling to follow classroom rules participated in the study. An ABACABAC (A = baseline, B = token economy, C =…

Persistent Classroom Management Training Needs of Experienced Teachers

ERIC Educational Resources Information Center

Stough, Laura M.; Montague, Marcia L.; Landmark, Leena Jo; Williams-Diehm, Kendra

2015-01-01

Experienced special education teachers (n = 62) were surveyed on their professional preparation to become effective classroom managers. Despite having received extensive preservice training, over 83% of the sample reported being underprepared in classroom management and behavioral interventions. No statistically significant difference was found…

Identifying Effective Behavior Management in the Early Childhood Classroom

ERIC Educational Resources Information Center

Victor, Kelly Rae

2005-01-01

Every educator has a dream to maintain a classroom free from disruptions; one in which each child is being molded, shaped, and corrected in a loving and caring environment that inspires appropriate behavior. The purpose of this research project was to determine how to create an effective behavior management plan and effectively teach classroom…

Behavior and Classroom Management: Are Teacher Preparation Programs Really Preparing Our Teachers?

ERIC Educational Resources Information Center

Flower, Andrea; McKenna, John William; Haring, Christa D.

2017-01-01

Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…

Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour Management and Colleague Support.

ERIC Educational Resources Information Center

Rogers, William A.

This book explores the relationship between effective teaching, behavior management, discipline, and colleague support. After an introduction, "I Never Thought I'd Become a Teacher," eight chapters include: (1) "The Dynamics of Classroom Behavior" (how student and teacher behavior affect each other, and control for the purpose…

Revolving Classroom Door: Management Strategies To Eliminate the Quick Spin.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This paper presents classroom management practices that can be used to avoid the "revolving classroom door." In the revolving classroom door, misbehaving students are sent to the principal, and eventually returned to the classroom with no gains in student behavior or opportunity for learning. The paper begins by discussing the meaning of classroom…

Disruptive Behavior: Three Techniques To Use in Your Classroom. CEC Mini-Library: Classroom Management.

ERIC Educational Resources Information Center

Cipani, Ennio

The purpose of this manual is to provide teachers and other instructional personnel with an understanding of disruptive behavior and effective techniques to use in dealing with children who are disruptive in the classroom. An introductory chapter describes and defines disruptive behavior, explains possible by-products of disruptive behavior, and…

The effects of self-management in general education classrooms on the organizational skills of adolescents with ADHD.

PubMed

Gureasko-Moore, Sammi; Dupaul, George J; White, George P

2006-03-01

Self-management procedures have been used in school settings to successfully reduce problem behaviors, as well as to reinforce appropriate behavior. A multiple-baseline across participants design was applied in this study to evaluate the effects of using a self-management procedure to enhance the classroom preparation skills of secondary school students with attention-deficit/ hyperactivity disorder (ADHD). Three male students enrolled in a public secondary school were selected for this study because teacher reports suggested that these students were insufficiently prepared for class and inconsistently completed assignments. The intervention involved training in self-management procedures focusing on the improvement of classroom preparation skills. Following the intervention, the training process was systematically faded. Results were consistent across the 3 participants in enhancing classroom preparation behaviors. Implications for practice and future research are discussed.

On the Relationship between EFL Teachers' Classroom Management Approaches and the Dominant Teaching Style: A Mixed Method Study

ERIC Educational Resources Information Center

Kazemi, Ali; Soleimani, Neda

2016-01-01

As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and…

A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.

PubMed

Hutchings, Judy; Martin-Forbes, Pam; Daley, David; Williams, Margiad Elen

2013-10-01

This randomized controlled trial (RCT) evaluated the efficacy of the Incredible Years (IY) Teacher Classroom Management (TCM; Webster-Stratton & Reid, 2002) program to assess whether training teachers in IY-TCM principles improve teacher behavior, whether any observed improvements impact pupil behavior classroom-wide, and whether these effects can be demonstrated with children at risk of developing conduct problems. Six intervention and six control classrooms comprising 12 teachers and 107 children (aged 3 to 7years) were recruited. Children were screened for high or low behavior problems using the cut-off points of the teacher-rated Strengths and Difficulties Questionnaire (Goodman, 1997). The primary outcome measure was independent classroom observations using the Teacher-Pupil Observation Tool (Martin et al., 2010). Multilevel modeling analyses were conducted to examine the effect of the intervention on teacher, classroom, and child behavior. Results showed a significant reduction in classroom off-task behavior (d=0.53), teacher negatives to target children (d=0.36), target child negatives towards the teacher (d=0.42), and target child off-task behavior (d=0.48). These preliminary results demonstrate the potential impact of IY-TCM on both teacher and child behavior. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Psychology's Contributions to Classroom Management

ERIC Educational Resources Information Center

Little, Steven G.; Akin-Little, Angeleque

2008-01-01

Classroom management (CRM) has been associated with discipline, control, or other terms that connote reducing unacceptable student behavior. However, CRM involves not merely responding effectively when problems occur, but also preventing problems from occurring by creating environments that encourage learning and appropriate behavior. Teachers'…

Classroom Management of Children with Emotional and Behavioral Disorders. A Storied Model: Torey Hayden's One Child

ERIC Educational Resources Information Center

Marlowe, Mike; Disney, Gayle; Wilson, Kayce Jo

2004-01-01

Torey Hayden's style of classroom management in her nonfiction book "One Child" was examined. "One Child" unfolds within the space of a special education classroom for children with severe behavioral impairments and focuses on Sheila, a troubled 6-year-old, who has tied a 3-year-old boy to a tree and critically burned him. Each technique Hayden…

Classroom Management for Student Retention.

ERIC Educational Resources Information Center

Santa Rita, Emilio

This guidebook recommends methods for teachers to use to improve teacher-student interaction in the classroom, as a means of increasing student retention. Chapter I introduces eight major systems of classroom management which teachers may use as their values and the classroom situation dictate: "Behavior Modification,""Reality Therapy,""Discipline…

Guided by Theory, Informed by Practice: Training and Support for the Good Behavior Game, a Classroom-Based Behavior Management Strategy

ERIC Educational Resources Information Center

Poduska, Jeanne M.; Kurki, Anja

2014-01-01

Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This article describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary…

A Cross-Cultural Study of Students' Behaviors and Classroom Management Strategies in the USA and Korea

ERIC Educational Resources Information Center

Shin, Sunwoo; Koh, Myung-sook

2008-01-01

The purpose of this cross-cultural study is to investigate comparative students' problem behaviors and classroom behavior management strategies for students in urban public schools between teachers in the United States and Korea. This study incorporated data collected from two different teacher self-reported survey questionnaires, the Student…

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review.

PubMed

Gaastra, Geraldina F; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students' age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students' age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates' behavioral and academic outcomes.

Classroom Management with Exceptional Learners

ERIC Educational Resources Information Center

Myers, Diane; Freeman, Jennifer; Simonsen, Brandi; Sugai, George

2017-01-01

Effective and engaging instruction is the cornerstone of any well-managed classroom. Even the best behavior support practices will not lead to academic achievement if the academic instruction is ineffective. Specific teacher practices associated with improved student behavior include high rates of opportunities to respond, direct instruction, and…

Improving Classroom Engagement among High School Students with Disruptive Behavior: Evaluation of the Class Pass Intervention

ERIC Educational Resources Information Center

Collins, Tai A.; Cook, Clayton R.; Dart, Evan H.; Socie, Diana G.; Renshaw, Tyler L.; Long, Anna C.

2016-01-01

Off-task and disruptive classroom behaviors have a negative impact on the learning environment and present a unique challenge for teachers to address. The aim of this study was to evaluate the Class Pass Intervention (CPI) as a behavior management strategy for secondary students with disruptive classroom behavior. The CPI consists of providing…

Developing a Learning Classroom: Moving beyond Management through Relationships, Relevance, and Rigor

ERIC Educational Resources Information Center

Cooper, Nic; Garner, Betty K.

2012-01-01

All too often, managing a classroom means gaining control, dictating guidelines, and implementing rules. Designed for any teacher struggling with student behavior, motivation, and engagement, "Developing a Learning Classroom" explores how to create a thriving, learning-centered classroom through three critical concepts: relationships, relevance,…

Management of Disruptive and Off-Task Behaviors: Selected Resources. Bibliographies.

ERIC Educational Resources Information Center

Goss, Sandra Schweighart; Ingersoll, Gary M.

In this collection of annotated references on the subject of classroom management, preference was given to primary research studies or articles about such research, and, with the exception of a few fundamental articles, is limited to studies published in the last decade. Classroom management is defined as the maintenance of on-task behavior or the…

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Shy or Withdrawn Students.

ERIC Educational Resources Information Center

Lacina-Gifford, Lorna J.; Kher, Neelam; Besant, Kyesha

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 preservice teachers at a southern rural public university generated classroom management strategies in response to hypothetical vignettes depicting shy and withdrawn student behavior. Researchers coded the extended…

The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Heidarzad, Mohsen

2015-01-01

This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

Standardized classroom management program: Social validation and replication studies in Utah and Oregon

PubMed Central

Greenwood, Charles R.; Hops, Hyman; Walker, Hill M.; Guild, Jacqueline J.; Stokes, Judith; Young, K. Richard; Keleman, Kenneth S.; Willardson, Marlyn

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement. PMID:16795604

Standardized classroom management program: Social validation and replication studies in Utah and Oregon.

PubMed

Greenwood, C R; Hops, H; Walker, H M; Guild, J J; Stokes, J; Young, K R; Keleman, K S; Willardson, M

1979-01-01

A comprehensive validation study was conducted of the Program for Academic Survival Skills (PASS), a consultant-based, teacher-mediated program for student classroom behavior. The study addressed questions related to: (a) brief consultant training, (b) subsequent teacher training by consultants using PASS manuals, (c) contrasts between PASS experimental teachers and students and equivalent controls on measures of teacher management skills, student classroom behavior, teacher ratings of student problem behaviors, and academic achievement, (d) reported satisfaction of participants, and (e) replication of effects across two separate school sites. Results indicated that in both sites significant effects were noted in favor of the PASS experimental group for (a) teacher approval, (b) student appropriate classroom behavior, and (c) four categories of student inappropriate behavior. Program satisfaction ratings of students, teachers, and consultants were uniformly positive, and continued use of the program was reported a year later. Discussion focused upon issues of cost-effectiveness, differential site effects, and the relationship between appropriate classroom behavior and academic achievement.

Classroom Management and Student Teachers' Cognitive Abilities: A Relationship.

ERIC Educational Resources Information Center

Copeland, Willis D.

1987-01-01

A test battery was developed to measure teachers' multiple attention and vigilance skills. These are believed to be related to successful classroom management. Measurements were compared with observed teacher management behavior. (RB)

Teacher's Classroom Management Behavior and Students' Classroom Misbehavior: A Study with 5th through 9th-Grade Students

ERIC Educational Resources Information Center

Lopes, João; Silva, Elisabete; Oliveira, Célia; Sass, Daniel; Martin, Nancy

2017-01-01

Introduction: Classroom misbehavior is a major source of classroom-wasted time and a situation that negatively interferes with students' opportunity to learn. Method: The present study investigated the relation between 5th through 9th grade perceived Portuguese teacher's classroom management, teacher's perceived time spend with misbehavior,…

Teacher coaching supported by formative assessment for improving classroom practices.

PubMed

Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.

ERIC Educational Resources Information Center

Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…

The Efficacy of Written Teacher Advice (Tip Sheets) for Managing Classroom Behaviour Problems.

ERIC Educational Resources Information Center

Little, Emma; Hudson, Alan; Wilks, Ray

2002-01-01

Evaluates the efficacy of tip sheets for teachers (n=20) that offer strategies for classroom management related to student behavior problems. Explains that the teachers chose students with behavior problems and used the suggestions from the tip sheets. Presents the results in detail. Includes references. (CMK)

Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

ERIC Educational Resources Information Center

Funk, Kristin M.

2013-01-01

The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems

ERIC Educational Resources Information Center

Koh, Myung-sook; Shin, Sunwoo

2014-01-01

The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional…

Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

ERIC Educational Resources Information Center

Turner, Catana L.

This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

Effective Classroom Management: Teacher Preparation and Professional Development. TQ Connection Issue Paper

ERIC Educational Resources Information Center

Oliver, Regina M.; Reschly, Daniel J.

2007-01-01

The purpose of this paper is to provide research and recommendations related to teacher quality and effectiveness, specifically addressing the area of classroom management to improve outcomes in general and special education. Focusing on classroom organization and behavior management is necessary as a preventive approach for students who are…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.; Zimpher, Nancy L.

1991-01-01

Study assessed a classroom management program embedded in a mentor and beginning teacher induction program. Researchers assigned mentor/beginning teacher pairs to treatment conditions. Some pairs completed a midyear classroom management intervention workshop. Trained teachers received higher ratings than untrained ones. The presence of mentors did…

Increasing Teachers' Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

ERIC Educational Resources Information Center

Gage, Nicholas A.; MacSuga-Gage, Ashley S.; Crews, Emily

2017-01-01

Successful instruction is contingent upon effective classroom management. Unfortunately, not all teachers are effective classroom managers and many require in-service professional development (PD) to increase their use of evidence-based classroom management skills. Although PD models have been developed and evaluated, many are resource-intensive.…

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

PubMed

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review

PubMed Central

Gaastra, Geraldina F.; Groen, Yvonne; Tucha, Lara; Tucha, Oliver

2016-01-01

Children with attention-deficit/hyperactivity disorder (ADHD) often exhibit problem behavior in class, which teachers often struggle to manage due to a lack of knowledge and skills to use classroom management strategies. The aim of this meta-analytic review was to determine the effectiveness of several types of classroom interventions (antecedent-based, consequence-based, self-regulation, combined) that can be applied by teachers in order to decrease off-task and disruptive classroom behavior in children with symptoms of ADHD. A second aim was to identify potential moderators (classroom setting, type of measure, students’ age, gender, intelligence, and medication use). Finally, it was qualitatively explored whether the identified classroom interventions also directly or indirectly affected behavioral and academic outcomes of classmates. Separate meta-analyses were performed on standardized mean differences (SMDs) for 24 within-subjects design (WSD) and 76 single-subject design (SSD) studies. Results showed that classroom interventions reduce off-task and disruptive classroom behavior in children with symptoms of ADHD (WSDs: MSMD = 0.92; SSDs: MSMD = 3.08), with largest effects for consequence-based (WSDs: MSMD = 1.82) and self-regulation interventions (SSDs: MSMD = 3.61). Larger effects were obtained in general education classrooms than in other classroom settings. No reliable conclusions could be formulated about moderating effects of type of measure and students’ age, gender, intelligence, and medication use, mainly because of power problems. Finally, classroom interventions appeared to also benefit classmates’ behavioral and academic outcomes. PMID:26886218

Designing and Implementing Group Contingencies in the Classroom: A Teacher's Guide

ERIC Educational Resources Information Center

Chow, Jason C.; Gilmour, Allison F.

2016-01-01

Group contingencies are a positive, proactive classroom management technique that works well as Tier 1 of a multi-tiered system of behavior support. These programs are adaptable to student and classroom needs and work well to support the behavior of students with disabilities in general education classrooms. Off-the-shelf programs exist, but…

Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior

ERIC Educational Resources Information Center

Moore Partin, Tara C.; Robertson, Rachel E.; Maggin, Daniel M.; Oliver, Regina M.; Wehby, Joseph H.

2010-01-01

Teachers' successful provision of levels of support to prevent and reduce problem classroom behaviors requires skillful application of research-based classroom and behavior management strategies. Among others, 2 teacher-centered strategies have been shown to decrease students' inappropriate behaviors and increase their appropriate behaviors: the…

Development and Construct Validity of the Classroom Strategies Scale-Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory; Dudek, Christopher M.; Hsu, Louis

2013-01-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical…

Normative influences on aggression in urban elementary school classrooms.

PubMed

Henry, D; Guerra, N; Huesmann, R; Tolan, P; VanAcker, R; Eron, L

2000-02-01

We report a study aimed at understanding the effects of classroom normative influences on individual aggressive behavior, using samples of 614 and 427 urban elementary school children. Participants were assessed with measures of aggressive behavior and normative beliefs about aggression. We tested hypotheses related to the effects of personal normative beliefs, descriptive classroom norms (the central tendency of classmates' aggressive behavior), injunctive classroom normative beliefs (classmates' beliefs about the acceptability of aggression), and norm salience (student and teacher sanctions against aggression) on longitudinal changes in aggressive behavior and beliefs. injunctive norms affected individual normative beliefs and aggression, but descriptive norms had no effect on either. In classrooms where students and teachers made norms against aggression salient, aggressive behavior diminished over time. Implications for classroom behavior management and further research are discussed.

Strategies to Increase Behavior-Specific Teacher Praise in an Inclusive Environment

ERIC Educational Resources Information Center

Musti-Rao, Shobana; Haydon, Todd

2011-01-01

Managing students' disruptive behavior in the classroom can be a time-consuming task and greatly reduces the amount of time teachers spend on instruction. Although there are several research-validated classroom management strategies, teachers are more likely to adopt strategies that are less time-consuming than strategies that take more time or…

Developing a Course in Secondary Level Classroom Behavior Management: A Study (Part Two of a Process).

ERIC Educational Resources Information Center

Bergin, Joyce Williams; Walworth, Margaret

This paper reports a research project designed to improve collaboration among Georgia's schools, colleges, and universities and raise educational standards for pre-K through college education. The researchers, who had developed a course in secondary-level classroom behavior management for preservice teachers, examined the opinions of secondary…

Complementary Roles of Care and Behavioral Control in Classroom Management: The Self-Determination Theory Perspective

ERIC Educational Resources Information Center

Nie, Youyan; Lau, Shun

2009-01-01

This study examined how classroom management practices--care and behavioral control--were differentially associated with students' engagement, misbehavior, and satisfaction with school, using a large representative sample of 3196 Grade 9 students from 117 classes in Singapore. Results of hierarchical linear modeling showed differential relations.…

Beliefs Regarding Classroom Management Style: The Differences between Pre-Service and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

Ideas regarding the nature of appropriate and inappropriate behaviors and how to control them vary among teachers and can play an important role in classroom management. The purpose of this study was to investigate the differences between the beliefs of experienced and pre-service teachers regarding classroom management. Within this study,…

Being Present: Mindfulness and Yoga at Westminster Center School

ERIC Educational Resources Information Center

Thomas, Laura

2008-01-01

Classroom management. Two words that can make or break a teacher, a student, or a school. The management of behavior and logistics in a classroom is, for many, the cornerstone of instruction. Veteran teachers can recall classroom management strategies that drew on rewards, punishments, combinations of the two, and a good healthy dose of fear from…

The Relationship between Teachers' Implementation of Classroom Management Practices and Student Behavior in Elementary School

ERIC Educational Resources Information Center

Gage, Nicholas A.; Scott, Terrance; Hirn, Regina; MacSuga-Gage, Ashley S.

2018-01-01

Teachers' classroom management practices have a direct impact on their students' probability of success. Evidence-based classroom management practices include (a) active instruction and supervision of students (i.e., teaching), (b) opportunities for students to respond, and (c) feedback to students. In this study, we examined the degree to which…

The Classroom Check-up: A Classwide Teacher Consultation Model for Increasing Praise and Decreasing Disruptive Behavior

PubMed Central

Reinke, Wendy M.; Lewis-Palmer, Teri; Merrell, Kenneth

2008-01-01

School-based consultation typically focuses on individual student problems and on a small number of students rather than on changing the classroom system. The Classroom Check-up (CCU) was developed as a classwide consultation model to address the need for classroom level support while minimizing treatment integrity problems common to school-based consultation. The purpose of the study was to evaluate the effects of the CCU and Visual Performance Feedback on teacher and student behavior. Results indicated that implementation of the CCU plus Visual Performance Feedback increased teacher implementation of classroom management strategies, including increased use of praise, use of behavior specific praise, and decreased use of reprimands. Further, these changes in teacher behavior contributed to decreases in classroom disruptive behavior. The results are encouraging because they suggest that consultation at the classroom level can create meaningful teacher and student behavior change. PMID:19122805

The Delaware Function Rater: A Method of Quantifying Classroom Behavior.

ERIC Educational Resources Information Center

Gaynor, John F.; Gaynor, Mary F.

Developed was a student behavior rating system for use by teachers in identifying and assessing behavior problems and as an aid in classroom management. A time coding instrument was used, with behavior expressed as relative frequencies of a hierarchy of four mutually exclusive, exhaustive categories of behavior--relevent, unproductive, disruptive,…

Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

ERIC Educational Resources Information Center

Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

2016-01-01

Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

A Point System Approach to Secondary Classroom Management

ERIC Educational Resources Information Center

Xenos, Anthony J.

2012-01-01

This article presents guiding principles governing the design, implementation, and management of a point system to promote discipline and academic rigor in a secondary classroom. Four considerations are discussed: (1) assigning appropriate point values to integral classroom behaviors and tasks; (2) determining the relationship among consequences,…

Toward a Conception of Culturally Responsive Classroom Management

ERIC Educational Resources Information Center

Weinstein, Carol S.; Tomlinson-Clarke, Saundra; Curran, Mary

2004-01-01

Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural…

Teacher-Child Interaction Training: A Pilot Study With Random Assignment.

PubMed

Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G

2015-07-01

Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.

Preschool Teachers' Beliefs, Knowledge, and Practices Related to Classroom Management

ERIC Educational Resources Information Center

Drang, Debra Michal

2011-01-01

This study examined preschool teachers' beliefs, knowledge, and practices related to classroom management. The rationale for researching this topic is based on the role of teachers in the special education referral process, the poor success rate for inclusion for children with disabilities who demonstrate problematic classroom behaviors, and the…

Classroom Management Through the Application of Behavior Modification Techniques.

ERIC Educational Resources Information Center

Ferinden, William E., Jr.

The primary aim of this book is to bring to the grade school teacher a survey of the most recent techniques and ideas of behavior modification which are applicable to good classroom management. All of the approaches and techniques presented could be of interest to teachers working at all grade levels. Since research has shown that the systematic…

The Use of Mindfulness to Enhance a Special Educator's Self-Efficacy: A Qualitative Case Study

ERIC Educational Resources Information Center

Kynaston, Kristina

2017-01-01

The problem addressed in this study was that few special educators have strategies to cope with the stressors of teaching, building self-efficacy, and managing classroom behavior. Special educators who work with students who have disabilities have unique needs when it comes to behavior management, building classroom community, and increasing…

Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.

2014-01-01

In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

Testing the Efficacy of "INSIGHTS" on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

ERIC Educational Resources Information Center

McClowry, Sandra Graham; Snow, David L.; Tamis-LeMonda, Catherine S.; Rodriguez, Eileen T.

2010-01-01

A prevention trial tested the efficacy of "INSIGHTS into Children's Temperament" as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers…

Positive Approaches to Behavior Management: Monograph 5. Monograph Series in Behavior Disorders.

ERIC Educational Resources Information Center

Eyde, Donna R.

Prevention and problem solving approaches to behavior management in classrooms for behaviorally disordered (BD) students are reviewed. Attention is focused on positive strategies teachers can use to manage inappropriate behavior and to teach students alternative appropriate behaviors. The following components of prevention that contribute to a…

Designing an iPad App to Monitor and Improve Classroom Behavior for Children with ADHD: iSelfControl Feasibility and Pilot Studies.

PubMed

Schuck, Sabrina; Emmerson, Natasha; Ziv, Hadar; Collins, Penelope; Arastoo, Sara; Warschauer, Mark; Crinella, Francis; Lakes, Kimberley

2016-01-01

Children with Attention Deficit/Hyperactivity Disorder (ADHD) receive approximately 80% of instruction in the general education classroom, where individualized behavioral management strategies may be difficult for teachers to consistently deliver. Mobile device apps provide promising platforms to manage behavior. This pilot study evaluated the utility of a web-based application (iSelfControl) designed to support classroom behavior management. iSelfControl prompted students every 'Center' (30-minutes) to self-evaluate using a universal token-economy classroom management system focused on compliance, productivity, and positive relationships. Simultaneously, the teacher evaluated each student on a separate iPad. Using Multi Level Modeling, we examined 13 days of data gathered from implementation with 5th grade students (N = 12) at a school for children with ADHD and related executive function difficulties. First, an unconditional growth model evaluated the overall amount of change in aggregated scores over time as well as the degree of systematic variation in scores within and across teacher-student dyads. Second, separate intercepts and slopes were estimated for teacher and student to estimate degree of congruency between trajectories. Finally, differences between teacher and student scores were tested at each time-point in separate models to examine unique 'Center' effects. 51% of the total variance in scores was attributed to differences between dyads. Trajectories of student and teacher scores remained relatively stable across seven time-points each day and did not statistically differ from each other. On any given day, students tended to evaluate their behaviors more positively (entered higher scores for themselves) compared to corresponding teacher scores. In summary, iSelfControl provides a platform for self and teacher evaluation that is an important adjunct to conventional classroom management strategies. The application captured teacher/student discrepancies and significant variations across the day. Future research with a larger, clinically diagnosed sample in multiple classrooms is needed to assess generalizability to a wider variety of classroom settings.

Preventing Disruptive Behavior via Classroom Management: Validating the Color Wheel System in Kindergarten Classrooms.

PubMed

Watson, Tiffany L; Skinner, Christopher H; Skinner, Amy L; Cazzell, Samantha; Aspiranti, Kathleen B; Moore, Tara; Coleman, MariBeth

2016-07-01

Evidence suggests that installing a classroom management system known as the Color Wheel reduced inappropriate behaviors and increased on-task behavior in second- and fourth-grade classrooms; however, no systematic studies of the Color Wheel had been disseminated targeting pre-school or kindergarten participants. To enhance our understanding of the Color Wheel System (CWS) as a prevention system, a multiple-baseline design was used to evaluate the effects of the Color Wheel on inappropriate vocalizations (IVs) in three general education kindergarten classrooms. Partial-interval time-sampling was used to record classwide IVs, which were operationally defined as any comment or vocal noise that was not solicited by the teacher. Time series graphs and effect size calculations suggest that the CWS caused immediate, large, and sustained decreases in IVs across the three classrooms. Teacher acceptability and interview data also supported the CWS. Implications related to prevention are discussed and directions for future research are provided. © The Author(s) 2016.

Implementation and Acceptability of an Adapted Classroom Check-Up Coaching Model to Promote Culturally Responsive Classroom Management

ERIC Educational Resources Information Center

Pas, Elise T.; Larson, Kristine E.; Reinke, Wendy M.; Herman, Keith C.; Bradshaw, Catherine P.

2016-01-01

Literature suggests that improving teacher use of culturally responsive classroom management strategies may reduce the disproportionate number of racial and ethnic minority students who receive exclusionary discipline actions and are identified as needing special education, particularly for emotional and behavioral disorders. Coaching teachers is…

Effects of Classroom Management Training on Student Behavior

ERIC Educational Resources Information Center

Hunt, Carolyn V.

2013-01-01

Documentation of classroom disruptions caused by student behavior has steadily increased over the past 70 years. Researchers have theorized that professional development training for teachers slows the disruptions caused by student behavior, allowing all students to learn; however, there is a paucity of research on whether teachers implement the…

Facilitating Developmental Guidance through Behavioral Management.

ERIC Educational Resources Information Center

Davis, Donna H.

1980-01-01

The counselor, facilitating classroom development guidance lessons, may experience conflict and difficulty. The management system presented here allows for flexibility and provides sufficient behavioral structure, while encouraging individual expression from students. This behavioral management approach is supportive of, but secondary to,…

Classroom Peer Relationships and Behavioral Engagement in Elementary School: The Role of Social Network Equity

PubMed Central

Cappella, Elise; Kim, Ha Yeon; Neal, Jennifer W.; Jackson, Daisy R.

2014-01-01

Applying social capital and systems theories of social processes, we examine the role of the classroom peer context in the behavioral engagement of low-income students (N = 80) in urban elementary school classrooms (N = 22). Systematic child observations were conducted to assess behavioral engagement among second to fifth graders in the fall and spring of the same school year. Classroom observations, teacher and child questionnaires, and social network data were collected in the fall. Confirming prior research, results from multilevel models indicate that students with more behavioral difficulties or less academic motivation in the fall were less behaviorally engaged in the spring. Extending prior research, classrooms with more equitably distributed and interconnected social ties—social network equity—had more behaviorally engaged students in the spring, especially in classrooms with higher levels of observed organization (i.e., effective management of behavior, time, and attention). Moreover, social network equity attenuated the negative relation between student behavioral difficulties and behavioral engagement, suggesting that students with behavioral difficulties were less disengaged in classrooms with more equitably distributed and interconnected social ties. Findings illuminate the need to consider classroom peer contexts in future research and intervention focused on the behavioral engagement of students in urban elementary schools. PMID:24081319

Avoiding Repetitions Reduces ADHD Children's Management Problems in the Classroom

ERIC Educational Resources Information Center

Kapalka, George M.

2005-01-01

Students with attention-deficit hyperactivity disorder (ADHD) often exhibit non-compliance that presents a significant management problem for classroom teachers. Student behavior management training programs suggest that reducing repetitions of commands improves student compliance. To examine this claim, 86 teachers of ADHD students between the…

Examining Teachers' Behavioral Management Charts: A Comparison of Class Dojo and Paper-Pencil Methods

ERIC Educational Resources Information Center

Krach, S. Kathleen; McCreery, Michael P.; Rimel, Hillary

2017-01-01

Many teachers report using behavioral management charts in their classrooms as a means of managing student behaviors, but little is known about exactly what behaviors teachers are charting, or specifically how. Misunderstanding over how real-world teachers maintain behavioral charts may cause miscommunication between the teacher and the school…

Working the Crowd: Behavior Management through Strategic Classroom Arrangement

ERIC Educational Resources Information Center

Martin, Jeff

2015-01-01

Every day in K-12 classrooms across the country, teachers are struggling to keep their students focused and on task during instructional time. There are hundreds of theories floating around about how to manage a classroom effectively, but nothing is as simple or as effective in engaging students as the physical presence of the teacher (Brophy,…

Classroom Management Intervention: The Effects of Training and Mentoring on the Inductee Teacher's Behavior.

ERIC Educational Resources Information Center

Stallion, Brenda K.

The purpose of this study was to assess the effects of a program for training teachers in classroom management that was embedded in a mentor and beginning teacher induction program. Both mentor teachers and beginning teachers were randomly assigned to treatment conditions. The research sought to determine the effects of the classroom management…

A Cross-Cultural Study of Teachers' Beliefs and Strategies on Classroom Behavior Management in Urban American and Korean School Systems

ERIC Educational Resources Information Center

Shin, Sunwoo; Koh, Myung-Sook

2007-01-01

The purpose of this study is to investigate teachers' beliefs on classroom behavior management strategies for students in urban public high schools between teachers in the United States and the Republic of Korea. This study incorporates data collected from teacher self-reported survey questionnaire, which is the Attitudes and Beliefs on Classroom…

Teacher Leadership and Behaviour Management.

ERIC Educational Resources Information Center

Rogers, Bill, Ed.

These 10 papers address current approaches to teacher leadership and behavior management. Each paper demonstrates a commitment to support classroom teachers with practical action research in such areas as discipline and behavior management, effective teaching, teacher leadership, working with students who show behavioral-emotional disorders, and…

Measurement of Child Behavior via Classroom Observations in the Good Behavior Game Professional Development Models Randomized Control Trial

ERIC Educational Resources Information Center

Kurki, Anja; Wang, Wei; Li, Yibing; Poduska, Jeanne

2013-01-01

The Good Behavior Game (GBG) is a classroom-based behavior management strategy aimed at reducing aggressive/disruptive behavior and socializing children into the role of student. GBG, delivered in first and second grades, has been shown to reduce rates of substance abuse and other deleterious outcomes into young adulthood (Brown, C.H. et al 2007,…

A Stress Management Classroom Tool for Teachers of Children with BD.

ERIC Educational Resources Information Center

Jackson, James T.; Owens, James L.

1999-01-01

This article discusses how stress may affect the lives of children with behavior disorders, provides educators with a model for introducing stress management techniques, and closes with strategies for managing stress in the classroom, including listening to relaxing music, manipulating the environment, and providing a morning physical education…

Five Approaches to Avoid When Managing the Middle School Classroom

ERIC Educational Resources Information Center

Englehart, Joshua M.

2013-01-01

Too often, teachers encountering difficulties with classroom management focus only on the students rather than critically examining the influence of their own approaches on student behavior. Given the particular challenges that middle school students present, certain practices and expectations exacerbate management issues, and a lack of awareness…

The Good Behavior Game for Latino English Language Learners in a Small-Group Setting

ERIC Educational Resources Information Center

Ortiz, Jennifer; Bray, Melissa A.; Bilias-Lolis, Evelyn; Kehle, Thomas J.

2017-01-01

The Good Behavior Game (GBG) is a group contingency intervention that has effectively reduced disruptive behavior and improved classroom management in many replications, for various settings and populations. The student composition of American public schools is changing, leading to culturally and linguistically diverse classrooms with unique…

Current Perspectives on School-Based Behavioral Interventions: Introduction to the Mini-Series

ERIC Educational Resources Information Center

Akin-Little, K. Angeleque; Little, Steven G.; Gresham, Frank M.

2004-01-01

Emotional and behavioral problems of students in the classroom have been rated as a major concern for teachers, administrators, and the public (Hardman & Smith, 2003; Macciomei, 1999). Without effective behavior management, a positive and productive classroom environment is impossible to achieve. The most effective model for producing behavior…

Challenging Behaviors in Early Childhood Settings: Creating a Place for All Children

ERIC Educational Resources Information Center

Hart Bell, Susan; Carr, Victoria W.; Denno, Dawn; Johnson, Lawrence J.; Phillips, Louise R.

2004-01-01

Learn to manage a wide range of challenging behaviors in early childhood settings with this strategy-filled resource for teachers and other professionals. Based on the latest research and the authors' classroom experience, the book helps early childhood teams assess the classroom environment and link effective behavioral interventions to…

Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Pollan, Savannah; Wilson-Younger, Dylinda

2012-01-01

This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.

Tips for Managing Your Classroom. Adapted from Chapter 4 of "What To Do With the Kid Who.... Developing Cooperation, Self-Discipline, and Responsibility in the Classroom, 2nd Edition." A SkyLight Guide.

ERIC Educational Resources Information Center

Burke, Kay

This booklet provides proactive guidelines to help teachers manage the classroom environment. The tips explain how to establish procedures and create rules for behavior that will enable teachers to clarify their expectations for the students and reduce the number of classroom incidents that interfere with instruction. The guidelines are intended…

Social Dynamics Management and Functional Behavioral Assessment

ERIC Educational Resources Information Center

Lee, David L.

2018-01-01

Managing social dynamics is a critical aspect of creating a positive learning environment in classrooms. In this paper three key interrelated ideas, reinforcement, function, and motivating operations, are discussed with relation to managing social behavior.

The Well-Managed Classroom for Catholic Schools: Promoting Student Success through the Teaching of Social Skills and Christian Values.

ERIC Educational Resources Information Center

Peter, Val J.; Connolly, Theresa; Dowd, Tom; Criste, Andrea; Nelson, Cathy; Tobias, Lisa

The Boys Town Model of Education is located within the historical context of Catholic parochial education. Classroom management includes all the things teachers must do to foster student involvement and cooperation in classroom activities, not just reactions to problem behaviors. This program is designed to help teachers motivate and encourage…

Self-management as a strategy to improve the classroom behavior of adolescents with ADHD.

PubMed

Shapiro, E S; DuPaul, G J; Bradley-Klug, K L

1998-01-01

This article reports on the application of a self-management strategy for improving the classroom behavior of students with attention-deficit/hyperactivity disorder (ADHD). Based on the work of Rhode, Morgan, and Young (1983), the intervention focuses on teaching students to systematically rate their own behavior according to the rating of their teacher. Although, historically, self-management strategies based on cognitive control have not been found to be effective for students with ADHD, strategies based on contingency management have not been widely reported in the literature. A description of the intervention and two case study illustrations are provided. Potential limitations and implications for research in using this strategy are discussed.

Developing a Classroom Management Plan Using a Tiered Approach

ERIC Educational Resources Information Center

Sayeski, Kristin L.; Brown, Monica R.

2011-01-01

In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at…

Preschool Teachers' Views about Classroom Management Models

ERIC Educational Resources Information Center

Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma

2018-01-01

This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…

Effective Classroom-Management & Positive Teaching

ERIC Educational Resources Information Center

Sieberer-Nagler, Katharina

2016-01-01

This article offers practical information for primary teachers to become more knowledgable, skilled and effective in their work. Aspects of positive teaching and learning are explored. Innovative methods for transforming common classroom management struggles into opportunities for positive change and for changing negative behaviors into positive…

Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

PubMed Central

Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A.C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

2017-01-01

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined EC in preschool (age 5 years, 3 months) as a predictor of classroom learning engagement behaviors in first grade, using a battery of performance-based EC tasks and live classroom observations in a longitudinal sample of 313 children. Multilevel modeling results indicated that stronger EC predicted more focused engagement and fewer task management and competing responses, controlling for socioeconomic status, child sex, and age at observations. Results suggest that early EC may support subsequent classroom engagement behaviors that are critical for successful transition to elementary school and long-term learning trajectories. PMID:28358540

Strategies for Managing Nursing Students’ Incivility as Experienced by Nursing Educators: a Qualitative Study

PubMed Central

Rad, Mostafa; Karimi Moonaghi, Hossein

2016-01-01

Introduction: Students’ incivility is an impolite and disturbing behavior in education and if ignored could lead to behavioral complexities and eventually violence and aggression in classrooms. This study aimed to reveal the experiences of Iranian educators regarding the management of such behaviors. Methods: In this qualitative study, qualitative content analysis method was used to evaluate the experiences and perceptions of nursing educators and students. A total of 22 persons (14 educators and 8 students) were selected through purposive sampling and individually interviewed. Results: Categories of unification of educators regarding behavioral management, teaching-learning strategy, friendship strategy and training through role playing, authority, appropriative decision-making and freedom, stronger relationships between students, reflection, and interactive educational environment were some strategies used by teachers for management of incivility. Conclusion: Educators suggested some strategies which could be used depending on uniqueness of behaviors and given situation. Educators and managers of medical fields can use these approaches in their classrooms to control uncivil behaviors. PMID:26989663

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

ERIC Educational Resources Information Center

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Positive Classroom Management. A Step-by-Step Guide to Successfully Running the Show Without Destroying Student Dignity. 2nd Edition.

ERIC Educational Resources Information Center

DiGiulio, Robert

This book provides K-12 teachers with concrete, step-by-step guidance on how to improve student behavior through positive classroom management. It explains how to take control of the classroom, offering an alternative to threats, rewards, and punishments. The book is divided into an introduction and three sections with seven chapters. The…

A Comparison of Preservice Teachers' Beliefs on Education and Classroom Management

ERIC Educational Resources Information Center

Tertemiz, Nese; Okut, Levent

2014-01-01

The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice…

Understanding Tourette Syndrome: An Educators' Guide for the Inclusive Classroom.

ERIC Educational Resources Information Center

Knight, Diane

1999-01-01

This guide to Tourette Syndrome addresses prevalence and etiology, associated behaviors (such as obsessive-compulsive disorder and attention deficit hyperactivity disorder), treatment approaches and medication, and classroom management techniques (such as handling tic release/stress and managing hyperactivity/controlling attentional impulses). (DB)

Increasing On-Task Behavior in Every Student in a Second-Grade Classroom during Transitions: Validating the Color Wheel System

ERIC Educational Resources Information Center

Fudge, Daniel L.; Skinner, Christopher H.; Williams, Jacqueline L.; Cowden, Dan; Clark, Janice; Bliss, Stacy L.

2008-01-01

A single-case (B-C-B-C) experimental design was used to evaluate the effects of the Color Wheel classroom management system (CWS) on on-task (OT) behavior in an intact, general-education, 2nd-grade classroom during transitions. The CWS included three sets of rules, posted cues to indicate the rules students are expected to be following at that…

Development and construct validity of the Classroom Strategies Scale-Observer Form.

PubMed

Reddy, Linda A; Fabiano, Gregory; Dudek, Christopher M; Hsu, Louis

2013-12-01

Research on progress monitoring has almost exclusively focused on student behavior and not on teacher practices. This article presents the development and validation of a new teacher observational assessment (Classroom Strategies Scale) of classroom instructional and behavioral management practices. The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. The Classroom Strategies Scale (CSS) evidenced overall good reliability estimates including internal consistency, interrater reliability, test-retest reliability, and freedom from item bias on important teacher demographics (age, educational degree, years of teaching experience). Confirmatory factor analyses (CFAs) of CSS data from 317 classrooms were carried out to assess the level of empirical support for (a) a 4 first-order factor theory concerning teachers' instructional practices, and (b) a 4 first-order factor theory concerning teachers' behavior management practice. Several fit indices indicated acceptable fit of the (a) and (b) CFA models to the data, as well as acceptable fit of less parsimonious alternative CFA models that included 1 or 2 second-order factors. Information-theory-based indices generally suggested that the (a) and (b) CFA models fit better than some more parsimonious alternative CFA models that included constraints on relations of first-order factors. Overall, CFA first-order and higher order factor results support the CSS-Observer Total, Composite, and subscales. Suggestions for future measurement development efforts are outlined. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Utilizing the PPET Mnemonic to Guide Classroom-Level PBIS for Students with or At Risk for EBD across Classroom Settings

ERIC Educational Resources Information Center

Hunter, William C.; Barton-Arwood, Sally; Jasper, Andrea; Murley, Renee; Clements, Tarol

2017-01-01

In this article, the authors discuss how the emphasis on classroom-level Positive Behavior Interventions and Supports strategies can establish a foundation for an efficient classroom management program and be utilized as a resource. The strategies described are physical classroom, procedures and rules, explicit timing, and transition (PETT…

Mindfulness Promotes Educators' Efficacy in the Classroom

ERIC Educational Resources Information Center

Abenavoli, Rachel M.; Harris, Alexis R.; Katz, Deirdre A.; Jennings, Patricia A.; Greenberg, Mark T.

2014-01-01

Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In…

Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

PubMed

Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

2015-01-01

Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P < .007), the study found that students experienced a significant reduction (P < .001) in measures of state-level anxiety on the STAI from pre- to postintervention. The study also found an increase in the use of stress management behaviors at that point. Using a Bonferroni correction (P < .007), the study found that students had significantly less perceived stress (P < .001), less state anxiety (P < .001) and trait anxiety (P < . 001), and increased use of positive stress management behaviors (P < .004) at the follow-up assessment in the fall of the following year. Using a Bonferroni correction (P < .002), the study found a significant increase in overall classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral health and on classroom functioning.

Better Choices: Evaluating the Effectiveness of Behavior Management Programs

ERIC Educational Resources Information Center

Acuna, Miguel T.

2011-01-01

Managing student behavior is often looked upon as a sidebar in teaching. The lack of formal classroom management training in teacher education programs reveals the low importance placed on this skill. As a result, teachers are often very well prepared to instruct, but in terms of effectively understanding the behavior of students--particularly…

Managerial Behaviors of Elementary School Teachers and Student On-Task Behavior.

ERIC Educational Resources Information Center

Goldstein, Jane McCarthy

The classroom management techniques of elementary school teachers were observed to determine their effectiveness in promoting desirable on-task behavior on the part of pupils. Seven approaches to class management were used as a framework for observation--authoritarian, behavior modification, common sense, group process, instructional emphasis,…

A randomized controlled trial of two primary school intervention strategies to prevent early onset tobacco smoking.

PubMed

Storr, Carla L; Ialongo, Nicholas S; Kellam, Sheppard G; Anthony, James C

2002-03-01

In this article, we examine the impact of two universal, grade 1 preventive interventions on the onset of tobacco smoking as assessed in early adolescence. The classroom-centered (CC) intervention was designed to reduce the risk for tobacco smoking by enhancing teachers' behavior management skills in first grade and, thereby, reducing child attention problems and aggressive and shy behavior-known risk behaviors for later substance use. The family-school partnership (FSP) intervention targeted these early risk behaviors via improvements in parent-teacher communication and parents' child behavior management strategies. A cohort of 678 urban, predominately African-American, public school students were randomly assigned to one of three Grade 1 classrooms at entrance to primary school (age 6). One classroom featured the CC intervention, a second the FSP intervention, and the third served as a control classroom. Six years later, 81% of the students completed audio computer-assisted self-interviews. Relative to controls, a modest attenuation in the risk of smoking initiation was found for students who had been assigned to either the CC or FSP intervention classrooms (26% versus 33%) (adjusted relative risk for CC/control contrast=0.57, 95% confidence interval (CI), 0.34-0.96; adjusted relative risk for FSP/control contrast=0.69, 95% CI, 0.50-0.97). Results lend support to targeting the early antecedent risk behaviors for tobacco smoking.

The Ima Hogg Therapeutic School Individualized Education, Behavioral Management in the Classroom and Psychotherapy for the Emotionally Disturbed and Behaviorally Disordered Child.

ERIC Educational Resources Information Center

Wood, Constance D.; And Others

Three papers discuss aspects of The Ima Hogg Therapeutic School for emotionally disturbed children. The first paper addresses the school's behavior development and management system, which rewards self management with freedom in physical activity and uses individualized target behaviors designed to increase the child's acceptable social…

Managing Student Digital Distractions and Hyperconnectivity: Communication Strategies and Challenges for Professorial Authority

ERIC Educational Resources Information Center

Cheong, Pauline Hope; Shuter, Robert; Suwinyattichaiporn, Tara

2016-01-01

Recent debates on the use of technology in classrooms have highlighted the significance of regulating students' off-task and multitasking behaviors facilitated by digital media. This paper investigates the communication practices that constitute professorial authority to manage college students' digital distractions in classrooms. Findings from…

Exploring the Foundations of Middle School Classroom Management.

ERIC Educational Resources Information Center

Bucher, Katherine T.; Manning, M. Lee

2002-01-01

Examines the work of several theorists who laid the groundwork for contemporary classroom management in an effort to provide educators with effective ways to encourage and teach appropriate student behavior. Notes that theoretical contributions of B.F. Skinner, Fritz Redl, William Wattenberg, William Glasser, and Thomas Gordon all have relevance…

The Design, Implementation, and Formative Evaluation of a Classroom Aide Professional Development Training Program

ERIC Educational Resources Information Center

Dulfer, Katherine J.

2013-01-01

This dissertation focused on the process of designing, implementing, and formatively evaluating an eight week Classroom Aide Professional Development Training Program (CAPD-TP) on behavior management and academic instruction within the context of a New Jersey state approved private special education school for students with behavioral and/or…

Differential Effects of the Mystery Motivator Intervention Using Student-Selected and Mystery Rewards

ERIC Educational Resources Information Center

Robichaux, Natalie M.; Gresham, Frank M.

2014-01-01

Class-wide interventions such as the Mystery Motivator are an easy and effective way to remediate problematic behavior in the classroom and increase the level of classroom management. Multiple procedural variations to the Mystery Motivator intervention have successfully changed student behavior, but a systematic comparison of two procedural…

Faculty-Preferred Strategies to Promote a Positive Classroom Environment

ERIC Educational Resources Information Center

Black, Laurel Johnson; Wygonik, Mindy L.; Frey, Barbara A.

2011-01-01

The purpose of this study was to identify the frequency and seriousness of disruptive student behaviors and the effective strategies used by educators to manage these classroom behaviors. At a mid-sized state university, 228 of 780 faculty members (29.2%) completed a 76-item survey. Results indicated that as faculty members' participation in…

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Hansen, Blake D.; Wills, Howard

2015-01-01

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching…

Increasing In-Service Teacher Implementation of Classroom Management Practices through Consultation, Implementation Planning, and Participant Modeling

ERIC Educational Resources Information Center

Hagermoser Sanetti, Lisa M.; Williamson, Kathleen M.; Long, Anna C. J.; Kratochwill, Thomas R.

2018-01-01

Numerous evidence-based classroom management strategies to prevent and respond to problem behavior have been identified, but research consistently indicates teachers rarely implement them with sufficient implementation fidelity. The purpose of this study was to evaluate the effectiveness of implementation planning, a strategy involving logistical…

Academic Practices to Gain and Maintain Student-Teacher Connectedness and Classroom Behavioral Management, Related to Educator Demographics

ERIC Educational Resources Information Center

Kendall, Leslie Threadgill

2015-01-01

Connectedness and classroom management has been defined as the ability to relate to students and keep order and maintain successful relationships with individuals. This qualitative study utilized surveys, questionnaires, interviews, and observations to examine the best practices implemented by educators to develop and maintain connections with…

Effects of a Classroom-Based Yoga Intervention on Cortisol and Behavior in Second- and Third-Grade Students: A Pilot Study

PubMed Central

Butzer, Bethany; Day, Danielle; Potts, Adam; Ryan, Connor; Coulombe, Sarah; Davies, Brandie; Weidknecht, Kimberly; Ebert, Marina; Flynn, Lisa; Khalsa, Sat Bir S.

2015-01-01

This uncontrolled pilot study examined the effects of a classroom-based yoga intervention on cortisol concentrations and perceived behavior in children. A 10-week Yoga 4 Classrooms® intervention was implemented in one second- and one third-grade classroom. Students’ salivary cortisol responses were assessed at three time points. Classroom teachers also documented their perceptions of the effects of the intervention on students’ cognitive, social and emotional skills. Second, but not third, graders showed a significant decrease in baseline cortisol from before to after the intervention. Second and third graders both showed significant decreases in cortisol from before to after a cognitive task, but neither grade showed additional decreases from before to after a single yoga class. The second-grade teacher perceived significant improvements in several aspects his/her students’ behavior. The third-grade teacher perceived some, but fewer, improvements in his/her students’ behavior. Results suggest that school-based yoga may be advantageous for stress management and behavior. PMID:25412616

The Impact of Brief Teacher Training on Classroom Management and Child Behavior in At-Risk Preschool Settings: Mediators and Treatment Utility

ERIC Educational Resources Information Center

Snyder, James; Low, Sabina; Schultz, Tara; Barner, Stacy; Moreno, Desirae; Garst, Meladee; Leiker, Ryan; Swink, Nathan; Schrepferman, Lynn

2011-01-01

Teachers from fourteen classrooms were randomly assigned to an adaptation of Incredible Years (IY) teacher training or to teacher training-as-usual. Observations were made of the behavior of 136 target preschool boys and girls nominated by teachers as having many or few conduct problems. Peer and teacher behavior were observed at baseline and post…

Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.

2016-01-01

The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…

Scholar Dollars: Their Use in Classroom Management.

ERIC Educational Resources Information Center

Deery, Ruth

Suggestions and background information to help teachers use classroom currency to influence students' behavior and academic efforts are provided. There are five parts to the publication. Part 1 discusses the many uses of classroom currency in teaching economics content, for motivation, and in discipline. For example, if teachers find that…

A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies

ERIC Educational Resources Information Center

Shook, Alison C.

2012-01-01

Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school…

Behavior Management and Socialization Techniques for Severely Emotionally Disturbed Children.

ERIC Educational Resources Information Center

Newman, Rebecca

Described is a structured approach to managing behavior and increasing socialization skills of severely disturbed children in primary and adolescent classrooms. It is noted that manual signing accompanied by verbalization, gesture, and physical assisting is used to communicate behavioral expectations in the primary class; while in the adolescent…

Is It Incivility or Mental Illness? Understanding and Coping with Disruptive Student Behavior in the College Classroom

ERIC Educational Resources Information Center

McNaughton-Cassill, Mary E.

2013-01-01

Rising rates of incivility in the college classroom can generate stress for both faculty and students. However, incivility can take multiple forms, have different causes and require different management techniques. In some cases disruptive behavior is the result of student faculty interactions, and can be ameliorated by improved communication or…

3-D Computer Animation vs. Live-Action Video: Differences in Viewers' Response to Instructional Vignettes

ERIC Educational Resources Information Center

Smith, Dennie; McLaughlin, Tim; Brown, Irving

2012-01-01

This study explored computer animation vignettes as a replacement for live-action video scenarios of classroom behavior situations previously used as an instructional resource in teacher education courses in classroom management strategies. The focus of the research was to determine if the embedded behavioral information perceived in a live-action…

Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders

ERIC Educational Resources Information Center

Eldar, Eitan; Ayvazo, Shiri; Hirschmann, Michal

2018-01-01

Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem…

Lessons Learned Coaching Teachers in Behavior Management: The PBISplus Coaching Model

PubMed Central

Hershfeldt, Patricia A.; Pell, Karen; Sechrest, Richard; Pas, Elise T.; Bradshaw, Catherine P.

2013-01-01

There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This paper describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of three years. This tier-two coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management. PMID:23599661

The Impact of the Good Behavior Game, a Universal Classroom-Based Preventive Intervention in First and Second Grades, on High-Risk Sexual Behaviors and Drug Abuse and Dependence Disorders into Young Adulthood

PubMed Central

Wang, Wei; Mackenzie, Amelia C. L.; Brown, C. Hendricks; Ompad, Danielle C.; Or, Flora; Ialongo, Nicholas S.; Poduska, Jeanne M.; Windham, Amy

2013-01-01

The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first-and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19–21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors. PMID:23070695

The impact of the Good Behavior Game, a universal classroom-based preventive intervention in first and second grades, on high-risk sexual behaviors and drug abuse and dependence disorders into young adulthood.

PubMed

Kellam, Sheppard G; Wang, Wei; Mackenzie, Amelia C L; Brown, C Hendricks; Ompad, Danielle C; Or, Flora; Ialongo, Nicholas S; Poduska, Jeanne M; Windham, Amy

2014-02-01

The Good Behavior Game (GBG), a method of teacher classroom behavior management, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985-1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of a profile of externalizing problem outcomes. This article reports on the GBG impact on the courses and interrelationships among aggressive, disruptive behavior through middle school, risky sexual behaviors, and drug abuse and dependence disorders through ages 19-21. In five poor to lower-middle class, mainly African American urban areas, classrooms within matched schools were assigned randomly to either the GBG intervention or the control condition. Balanced assignment of children to classrooms was made, and teachers were randomly assigned to intervention or control. Analyses involved multilevel growth mixture modeling. By young adulthood, significant GBG impact was found in terms of reduced high-risk sexual behaviors and drug abuse and dependence disorders among males who in first grade and through middle school were more aggressive, disruptive. A replication with the next cohort of first-grade children with the same teachers occurred during the following school year, but with minimal teacher mentoring and monitoring. Findings were not significant but generally in the predicted direction. A universal classroom-based prevention intervention in first- and second-grade classrooms can reduce drug abuse and dependence disorders and risky sexual behaviors.

A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder.

PubMed

Mikami, Amori Yee; Griggs, Marissa Swaim; Lerner, Matthew D; Emeh, Christina C; Reuland, Meg M; Jack, Allison; Anthony, Maria R

2013-02-01

Interventions for peer problems among children with attention-deficit/hyperactivity disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Two interventions were compared: contingency management training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8-9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC with a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings.

The Special Educator's Toolkit: Everything You Need to Organize, Manage, and Monitor Your Classroom

ERIC Educational Resources Information Center

Golden, Cindy

2012-01-01

Overwhelmed special educators: Reduce your stress and support student success with this practical toolkit for whole-classroom organization. A lifesaver for special educators in any K-12 setting, this book-and-CD set will help teachers expertly manage everything, from schedules and paperwork to student supports and behavior plans. Cindy Golden, a…

Classroom Management: The Perspectives of Teachers, Pupils, and Researcher.

ERIC Educational Resources Information Center

Wragg, Caroline M.

This paper reports on a study of effective classroom management in British primary schools, with particular emphasis on how teachers deal with deviant or disruptive behavior. The study was conducted through observation of 239 lessons and interviews with 60 teachers and through interviews with 430 pupils aged 5-12. The research found a lack of…

Self-Management of Social Initiations by Kindergarten Students with Disabilities in the General Education Classroom

ERIC Educational Resources Information Center

Reynolds, Brooke M.; Gast, David L.; Luscre, Deanna

2014-01-01

The effectiveness of a self-management intervention on social interaction behaviors was evaluated for students with disabilities and social deficits. Four students enrolled in a general education kindergarten classroom were taught to self-monitor social initiations during nonstructured social time via a digital wrist counter. The number of social…

Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature

ERIC Educational Resources Information Center

Larson, Kristine E.

2016-01-01

The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a…

An Investigation of the Life Experiences and Beliefs of High School Teachers Exhibiting Effective Classroom Management Behaviors

ERIC Educational Resources Information Center

Miller, Byron

2012-01-01

The purpose of this qualitative study was to explore the life experiences and beliefs of high school teachers exhibiting highly effective classroom management skills. The research for this phenomenological study utilized the narrative inquiry method of data collection. This study investigates the life experiences and beliefs of nine teachers…

Positive Classroom Management: A Step-By-Step Guide to Successfully Running the Show without Destroying Student Dignity.

ERIC Educational Resources Information Center

DiGiulio, Robert

This publication provides practical, step-by-step guidance for teachers on becoming more effective in classroom management by using a positive and constructive, rather than negative and punitive, approach to foster prosocial student behavior. The publication is divided into an introduction and three parts. The Introduction examines why effective…

Humor as Safe House in the Foreign Language Classroom

ERIC Educational Resources Information Center

Pomerantz, Anne; Bell, Nancy D.

2011-01-01

Analyses of second language (L2) classroom interaction often categorize joking and other humorous talk by students as disruptive, off-task behavior, thereby rendering it important only from a classroom management perspective. Studies of language play, however, have illustrated that such jocular talk not only allows students to construct a broader…

Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement

ERIC Educational Resources Information Center

Pilcher, Heather

2016-01-01

Teachers' interactions with children represent an important source of influence in children's learning and development. Classroom organization, or the way the teacher manages the physical and behavioral aspects of the classroom environment, is one way that teachers can provide needed support to students who might otherwise struggle to be…

A Circle of Courage Level System in Day Treatment

ERIC Educational Resources Information Center

Harper, Elaine

2005-01-01

Educators continue to seek effective behavior management strategies and therapeutic techniques to help students with emotional disturbance and behavior disorders to manage their own behavior and to achieve academically. One strategy employed to overcome the challenges is the use of a level system in the classroom. Level systems are often used with…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

PubMed

Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

2014-01-01

The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

Psychologists in Partnership with Criminal Justice in American Public Schools: A Match Made in Heaven or a Marriage from Hell?

ERIC Educational Resources Information Center

McCarthy-Tucker, Sherri; Waters, Thomas Franklin; Little, Augustus

This report describes the impact of a professional development workshop, Five Keys to Successfully Managing Classrooms, designed to help teachers work with at-risk students and better manage problem behaviors in the classroom. The activity was led by an interdisciplinary team of experts in psychology, instructional leadership, and criminal justice…

Concurrent Validity of the Classroom Strategies Scale for Elementary School--Observer Form

ERIC Educational Resources Information Center

Reddy, Linda A.; Fabiano, Gregory A.; Dudek, Christopher M.

2013-01-01

The present study is an initial investigation of the concurrent validity of a new assessment, the Classroom Strategies Scale (CSS version 2.0) for Elementary School--Observer Form. The CSS assesses teachers' use of instructional and behavioral management strategies. In the present study, the CSS is compared to the Classroom Assessment Scoring…

Using ClassDojo to Help with Classroom Management during Guided Reading

ERIC Educational Resources Information Center

Chiarelli, MaryAnne; Szabo, Susan; Williams, Susan

2015-01-01

This study examined the use of a free behavioral management software program to see if it was successful to help first grade students recognize and self-monitor their behaviors while working in centers during teacher directed guided reading time. The study found that ClassDojo had a positive impact on these first grade students' behaviors and…

Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice

ERIC Educational Resources Information Center

Larson, Kristine E.; Pas, Elise T.; Bradshaw, Catherine P.; Rosenberg, Michael S.; Day-Vines, Norma L.

2018-01-01

The discipline gap between White students and African American students has increased demand for teacher training in culturally responsive and behavior management practices. Extant research, however, is inconclusive about how culturally responsive teaching practices relate to student behavior or how to assess using such practices in the classroom.…

Evaluation of Increasing Antecedent Specificity in Goal Statements on Adherence to Positive Behavior-Management Strategies

ERIC Educational Resources Information Center

Cohrs, Corey M.; Shriver, Mark D.; Burke, Raymond V.; Allen, Keith D.

2016-01-01

We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the…

Effects of a Universal Classroom Behavior Management Program in First and Second Grades on Young Adult Behavioral, Psychiatric, and Social Outcomes*

PubMed Central

Kellam, Sheppard G.; Brown, C. Hendricks; Poduska, Jeanne; Ialongo, Nicholas; Wang, Wei; Toyinbo, Peter; Petras, Hanno; Ford, Carla; Windham, Amy; Wilcox, Holly C.

2008-01-01

Background The Good Behavior Game (GBG), a method of classroom behavior management used by teachers, was tested in first- and second-grade classrooms in 19 Baltimore City Public Schools beginning in the 1985–1986 school year. The intervention was directed at the classroom as a whole to socialize children to the student role and reduce aggressive, disruptive behaviors, confirmed antecedents of later substance abuse and dependence disorders, smoking, and antisocial personality disorder. This article reports on impact to age 19–21. Methods In five poor to lower-middle class, mainly African American urban areas, three or four schools were matched and within each set randomly assigned to one of three conditions: 1) GBG, 2) a curriculum-and-instruction program directed at reading achievement, or 3) the standard program. Balanced assignment of children to classrooms was made, and then, within intervention schools, classrooms and teachers were randomly assigned to intervention or control. Results By young adulthood significant impact was found among males, particularly those in first grade who were more aggressive, disruptive, in reduced drug and alcohol abuse/dependence disorders, regular smoking, and antisocial personality disorder. These results underline the value of a first-grade universal prevention intervention. Replication A replication was implemented with the next cohort of first-grade children with the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed significant GBG impact for males on drug abuse/dependence disorders with some variation. For other outcomes the effects were generally smaller but in the same direction. PMID:18343607

The Use of Self-Management Skills with Kindergarten through Third Grade Students with Emotional and Behavior Disorders: Investigation of Findings

ERIC Educational Resources Information Center

Hamilton, Jennifer L.

2007-01-01

Teaching self-management strategies to students with emotional behavior disorders is important in improving on-task behavior in the classroom. The problem in teaching students with emotional behavior disorders is that they often have trouble staying on task or staying focused, which causes disruption of the class. The purpose of the study is to…

Stopping Discipline Problems before They Start.

ERIC Educational Resources Information Center

VanDerveer, Elizabeth

1989-01-01

States that prevention of discipline problems is directly related to effective teaching strategies. Suggests that good teaching, based on well-planned lessons, proper pacing of lessons, effective classroom management, teacher assertiveness, and teacher musicality, can prevent undesirable behaviors in the music classroom. (LS)

Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

PubMed Central

Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

2010-01-01

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

A Randomized Trial of a Classroom Intervention to Increase Peers' Social Inclusion of Children with Attention-Deficit/Hyperactivity Disorder

PubMed Central

Mikami, Amori Yee; Griggs, Marissa Swaim; Lerner, Matthew D.; Emeh, Christina C.; Reuland, Meg M.; Jack, Allison; Anthony, Maria R.

2012-01-01

Objective Interventions for peer problems among children with Attention-Deficit/Hyperactivity Disorder (ADHD) typically focus on improving these children's behaviors. This study tested the proposition that an adjunctive component encouraging the peer group to be socially inclusive of children with ADHD would augment the efficacy of traditional interventions. Method Two interventions were compared: Contingency Management Training (COMET), a traditional behavioral management treatment to improve socially competent behavior in children with ADHD, and Making Socially Accepting Inclusive Classrooms (MOSAIC), a novel treatment that supplemented behavioral management for children with ADHD with procedures training peers to be socially inclusive. Children ages 6.8 – 9.8 (24 with ADHD; 113 typically developing [TD]) attended a summer day program grouped into same-age, same-sex classrooms with previously unacquainted peers. Children with ADHD received both COMET and MOSAIC using a repeated measures crossover design. TD children provided sociometric information about the children with ADHD. Results Whereas the level of behavior problems displayed by children with ADHD did not differ across treatment conditions, children with ADHD displayed improved sociometric preference and more reciprocated friendships, and received more positive messages from peers, when they were in MOSAIC relative to in COMET. However, the beneficial effects of MOSAIC over COMET predominantly occurred for boys relative to girls. Conclusions Data support the concept that adjunctive procedures to increase the inclusiveness of the peer group may ameliorate peer problems among children with ADHD, and suggest the potential utility of modifying MOSAIC to be delivered in regular classroom settings. PMID:22866680

Using Leadered Groups in Organizational Behavior and Management Survey Courses

ERIC Educational Resources Information Center

Andre, Rae

2011-01-01

In organizational behavior and management survey courses, students are likely to maximize certain career-appropriate knowledge when their classroom groups are leadered rather than leaderless. Using leadered groups facilitates the learning of the professional and managerial skills associated with formal leadership while reducing some problematic…

Consequence Maps: A Novel Behavior Management Tool for Educators

ERIC Educational Resources Information Center

Tobin, Catherine E.; Simpson, Richard

2012-01-01

Behavior management remains one of the most significant challenges faced by classroom personnel. One relatively novel and promising management approach involves the use of "Consequence Maps". In this article we discuss the use of this method, including its application and evaluation. A case study of a six-year-old boy in a self-contained special…

Using Self-Management Interventions to Address General Education Behavioral Needs: Assessment of Effectiveness and Feasibility

ERIC Educational Resources Information Center

Briesch, Amy M.; Daniels, Brian

2013-01-01

A comprehensive self-management intervention was utilized to increase the on-task behavior of three African American students within an urban middle-school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a…

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades.

PubMed

McClowry, Sandra Graham; Snow, David L; Tamis-Lemonda, Catherine S; Rodriguez, Eileen T

2010-03-01

A prevention trial tested the efficacy of INSIGHTS into Children's Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher's Rating Scale of Child's Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent.

Reducing Behavior Problems Among Students with Autism Spectrum Disorder: Coaching Teachers in a Mixed-Reality Setting.

PubMed

Pas, Elise T; Johnson, Stacy R; Larson, Kristine E; Brandenburg, Linda; Church, Robin; Bradshaw, Catherine P

2016-12-01

Most approaches aiming to reduce behavior problems among youth with Autism Spectrum Disorder (ASD) focus on individual students; however, school personnel also need professional development to better support students. This study targeted teachers' skill development to promote positive outcomes for students with ASD. The sample included 19 teachers in two non-public special education settings serving students with moderate to severe ASD. Participating teachers received professional development and coaching in classroom management, with guided practice in a mixed-reality simulator. Repeated-measures ANOVAs examining externally-conducted classroom observations revealed statistically significant improvements in teacher management and student behavior over time. Findings suggest that coaching and guided practice in a mixed-reality simulator is perceived as acceptable and may reduce behavior problems among students with ASD.

A Constructivist View of Reprimand in the Classroom.

ERIC Educational Resources Information Center

Mancuso, James C.; Eimer, Bruce N.

1982-01-01

Shortcomings of contingency management techniques used for student discipline are delineated, and personal construct studies with some pertinence to classroom reprimand are reviewed. Behavior science specialists should be involved in the constructivist approach, which considers the individual psychological frameworks that students and teachers…

High-Performance Classrooms for Women? Applying a Relational Frame to Management/Organizational Behavior Courses.

ERIC Educational Resources Information Center

Buttner, E. Holly

2002-01-01

Attributes of relational theory, based on women's development, include preventive connecting, mutual empowering, achieving, and team building. These attributes are compatible with the practices of high performance work organizations. Relational practices should be integrated into management and organizational behavior courses. (Contains 53…

Managing Children's Fears and Anxieties in Classroom Settings.

ERIC Educational Resources Information Center

Akande, A.; Osagie, J. E.; Mwaiteleke, P. B.; Botha, K. F. H.; Ababio, E. P.; Selepe, T. J.; Chipeta, K.

1999-01-01

Explores fears and phobias of childhood from a behavioral perspective. Maintains that many childhood fears are mild, age-specific, and transitory, whereas others persist beyond normal developmental limits. Maintains that severe school phobia is difficult to manage. Notes that reports of successful behavioral treatments of fears/phobias are rare in…

The Brief Classroom Interaction Observation-Revised: An Observation System to Inform and Increase Teacher Use of Universal Classroom Management Practices

ERIC Educational Resources Information Center

Reinke, Wendy M.; Stormont, Melissa; Herman, Keith C.; Wachsmuth, Sean; Newcomer, Lori

2015-01-01

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

Anger Management Effects on Middle School Students with Emotional/Behavioral Disorders: Anger Log Use, Aggressive and Prosocial Behavior

ERIC Educational Resources Information Center

Kellner, Millicent H.; Bry, Brenna H.; Salvador, Diana S.

2008-01-01

This study examined the impact of a classroom-based, 10-week, cognitive-behavioral, anger management program plus booster sessions on middle school students with emotional disorders attending a therapeutic day school. Forty-five students were in the study; 20 received the program. The program group completed significantly more anger logs compared…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

PubMed Central

Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

2017-01-01

Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

A Token Economy Made Easy through ClassDojo

ERIC Educational Resources Information Center

Robacker, Cassie M.; Rivera, Christopher J.; Warren, Sandra H.

2016-01-01

Students with behavioral and emotional disabilities spend less time on academic instruction due to their behavioral disruptions, contributing to the academic difficulties these students face. Classroom management strategies, in the form of positive behavioral interventions and supports (PBIS), incorporate principles of applied behavior analysis to…

Functional Thinking for Managing Challenging Behavior

ERIC Educational Resources Information Center

Allday, R. Allan

2018-01-01

Challenging student behavior remains one of the biggest trials for classroom teachers. Understanding why a student performs a specific behavior is important in determining how to develop an intervention that targets the function of the behavior. This column focuses on how thinking functionally about behavior can help teachers understand why…

Kindergarten classroom functioning of extremely preterm/extremely low birth weight children.

PubMed

Wong, Taylor; Taylor, H Gerry; Klein, Nancy; Espy, Kimberly A; Anselmo, Marcia G; Minich, Nori; Hack, Maureen

2014-12-01

Cognitive, behavioral, and learning problems are evident in extremely preterm/extremely low birth weight (EPT/ELBW, <28 weeks gestational age or <1000 g) children by early school age. However, we know little about how they function within the classroom once they start school. To determine how EPT/ELBW children function in kindergarten classrooms compared to termborn normal birth weight (NBW) classmates and identify factors related to difficulties in classroom functioning. A 2001-2003 birth cohort of 111 EPT/ELBW children and 110 NBW classmate controls were observed in regular kindergarten classrooms during a 1-hour instructional period using a time-sample method. The groups were compared on frequencies of individual teacher attention, competing or offtask behaviors, task management/preparation, and academic responding. Regression analysis was also conducted within the EPT/ELBW group to examine associations of these measures with neonatal and developmental risk factors, kindergarten neuropsychological and behavioral assessments, and classroom characteristics. The EPT/ELBW group received more individual teacher attention and was more often off-task than the NBW controls. Poorer classroom functioning in the EPT/ELBW group was associated with higher neonatal and developmental risk, poorer executive function skills, more negative teaching ratings of behavior and learning progress, and classroom characteristics. EPT/ELBW children require more teacher support and are less able to engage in instructional activities than their NBW classmates. Associations of classroom functioning with developmental history and cognitive and behavioral traits suggest that these factors may be useful in identifying the children most in need of special educational interventions. Copyright © 2014 Elsevier Ltd. All rights reserved.

Instructional and behavior management practices implemented by elementary general education teachers.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. © 2013.

Managing the Cycle of Meltdowns for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Colvin, Geoff; Sheehan, Martin R.

2012-01-01

This book outlines practical steps for preventing and responding to the various phases of meltdown behavior in students with Autism Spectrum Disorder. Based on Geoff Colvin's best-selling book, "Managing the Cycle of Acting Out Behavior in the Classroom," this practitioner-friendly guide provides special and general education teachers of autistic…

A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students

ERIC Educational Resources Information Center

Thompson, Aaron M.

2014-01-01

Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster…

Managing Race and Race-ing Management: Teachers' Stories of Race and Classroom Conflict

ERIC Educational Resources Information Center

Deckman, Sherry L.

2017-01-01

Background/Context: Research exploring suspension and expulsion practices suggests that teachers may play a key role in perpetuating racial disproportionality in school discipline by interpreting student behavior through racialized and racist lenses and by viewing the behavior of students of color as an affront to their authority, resulting in…

A Review of Some Alternative Approaches to Drug Management of Hyperactivity in Children.

ERIC Educational Resources Information Center

Walden, Everett L.; Thompson, Sheila A.

1981-01-01

Literature is cited on such classroom management techniques as environmental manipulations, curriculum modifications, behavior modification, and dealing with affective attitude. Also considered are home management techniques and self-control programs including biofeedback and relaxation training. (SB)

10 Steps to a Happier Classroom. General Music.

ERIC Educational Resources Information Center

Zeiger, Albert

1996-01-01

Briefly expounds on tips for classroom management. These include stay calm and in control, ignore the behavior of disruptive students, meditate, maintain a positive atmosphere, enforce the rules, take necessary disciplinary action, be prepared, change when necessary, conduct an orientation period, and stress the importance of music. (MJP)

Reducing Classroom Disputes between Faculty and Students

ERIC Educational Resources Information Center

Toppin, Ian N.; Pullens, Laveda M.

2015-01-01

Prior classroom management training makes a big difference in faculty's ability to handle disputes with students. This type of training should be included in faculty orientation activities. The research presented in this article indicates that success in dealing with behaviorally challenging students is possible if the likely areas of dispute are…

Using Positive Behavior Support to Design Effective Classrooms

ERIC Educational Resources Information Center

Anderson, Cynthia M.; Spaulding, Scott A.

2007-01-01

A number of evidence-based classroom management approaches, procedures, and programs have been developed and presented over the years. In this article the authors synthesize recommendations from various sources, focusing on evidence-based strategies that can be implemented in a systematic manner. They focus specifically on universal strategies,…

The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Rasheed, Saleem A.; Fore, Cecil, III; Jones, Arthur; Smith, Latisha

2012-01-01

The research literature on the use of Functional Behavioral Assessments (FBA) to develop Behavior Intervention Plans (BIP) for students with emotional/behavioral disorders, who present problem classroom behaviors for use in the schools, is well documented. There are school-wide, district-wide, and state-wide plans that are currently being…

Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

PubMed

Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

2018-04-01

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

ERIC Educational Resources Information Center

Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.

2015-01-01

This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…

Guided by Theory, Informed by Practice: Training and Support for the Good Behavior Game, a Classroom-based Behavior Management Strategy

PubMed Central

Poduska, Jeanne M.; Kurki, Anja

2015-01-01

Moving evidence-based practices for classroom behavior management into real-world settings is a high priority for education and public health. This paper describes the development and use of a model of training and support for the Good Behavior Game (GBG), one of the few preventive interventions shown to have positive outcomes for elementary school children lasting through to young adulthood, ages 19–21, including reductions in the use of drugs and alcohol, school-based mental health services, and suicide ideation and attempts. We first describe the conceptual framework guiding the development of the model of training and support. Data on implementation of the model, from an ongoing trial of GBG being conducted in partnership with the Houston Independent School District, are then presented. We end with a discussion of the lessons learned and the implications for the next stage of research and practice. PMID:26236144

Positively Adolescent!

ERIC Educational Resources Information Center

Williamson, Sue

2000-01-01

Believes that music teachers should reassess their views toward adolescent behavior in the music classroom by learning to see their behavior in a positive light. Describes teaching strategies that build on four adolescent behaviors: (1) desire for peer acceptance; (2) abundant energy; (3) love of fun; and (4) limited time-managing skills. (CMK)

Improving Classroom Behavior through Effective Instruction: An Illustrative Program Example Using "SRA FLEX Literacy"

ERIC Educational Resources Information Center

Martella, Ronald C.; Marchand-Martella, Nancy E.

2015-01-01

Research has demonstrated a strong positive correlation between behavior problems and low academic achievement. Student success and/or failures are in large part determined by how well teachers provide effective instruction to their students. This article overviews key behavior-management approaches related to academic and behavioral success that…

Head Start Teachers' Perceptions of Implementing Classroom Positive Behavior Support: Insights for Teacher Training

ERIC Educational Resources Information Center

Novetsky, Jason S.

2009-01-01

Younger children are demonstrating increasingly more serious problem behaviors (Walker, 1998). The present study concerned further investigation of early implementation of a promising behavior management model known as Positive Behavior Support (PBS). PBS has been shown to be successful in elementary and secondary schools (Metzler, Biglan, &…

The Use of Group Contingencies for Preventing and Managing Disruptive Behaviors

ERIC Educational Resources Information Center

Hulac, David M.; Benson, Nicholas

2010-01-01

Disruptive behaviors requiring intervention occur across multiple school systems, including individual students and classrooms. Such behaviors, including talking aloud in class, getting out of one's seat, or more serious behaviors, can be frustrating for other students as well as teachers, who are trying to help students meet ever-increasing…

Implementing Positive Behavior Support in Preschools: An Exploratory Study of CW-FIT Tier 1

ERIC Educational Resources Information Center

Jolstead, Krystine A.; Caldarella, Paul; Hansen, Blake; Korth, Byran B.; Williams, Leslie; Kamps, Debra

2017-01-01

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS…

Implementing Positive Behavior Support in Preschools: An Exploratory Study of CW-FIT Tier 1

ERIC Educational Resources Information Center

Jolstead, Krystine A.; Caldarella, Paul; Hansen, Blake D.; Korth, Byran B.; Williams, Leslie; Kamps, Debra M.

2017-01-01

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) has been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS…

An Ex-Post Facto Examination of Relationships among the Developmental Designs Professional Development Model/Classroom Management Approach, School Leadership, Climate, Student Achievement, Attendance, and Behavior in High Poverty, Middle Grades Schools

ERIC Educational Resources Information Center

Hough, David L.; Schmitt, Vicki L.

2011-01-01

This study reports finding from an ex post facto causal-comparison study utilizing data from a multifaceted program evaluation of a professional development approach to classroom management known as Development Designs 1 and Developmental Designs 2 (DD1 & D2). Data from this program evaluation indicate that teachers implement a number of classroom…

Promoting Positive Social Behavior in Physical Education

ERIC Educational Resources Information Center

Balderson, Daniel; Sharpe, Tom

2004-01-01

An ongoing challenge that both classroom and physical education teachers face on a daily basis is how to organize and manage large groups of students. This is particularly true in many urban settings where classrooms and gymnasiums are typically understaffed and/or under equipped. Educators in these settings often struggle with how to minimize…

Perceived Effectiveness of Classroom Management Interventions with Attention Deficit/Hyperactivity Disorder (ADHD) Students

ERIC Educational Resources Information Center

Conforti, Darlene

2012-01-01

Many teachers are concerned about their ability to work effectively with students who have attention deficit/ hyperactivity disorder (ADHD). The purpose of this quantitative, descriptive study was to determine the perceived efficacy of common interventions used to address negative ADHD behaviors in the elementary and middle school classrooms. The…

Investigating the Usability of Classroom Management Strategies among Elementary Schoolteachers

ERIC Educational Resources Information Center

Briesch, Amy M.; Briesch, Jacquelyn M.; Chafouleas, Sandra M.

2015-01-01

Although teachers are often asked to implement classroom interventions to address student behavior, little is known about their perceived usability of many evidence-based strategies. One thousand five elementary schoolteachers completed the Usage Rating Profile-Intervention-Revised (URP-IR) with regard to the use of one of five evidence-based…

Classroom-based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings.

PubMed

Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine

2011-09-01

Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.

"Seinfeld," Professor of Organizational Behavior: The Psychological Contract and Systems Thinking.

ERIC Educational Resources Information Center

Dent, Eric B.

2001-01-01

Explains how television programs such as "Seinfeld" illustrate the organizational behavior concepts of the social psychological contract and the interdependence aspect of systems thinking. Describes to use "Seinfeld" in the management classroom. (Contains 18 references.) (SK)

Managing and Correcting Defiant Behavior through Music

ERIC Educational Resources Information Center

Lohmeyer, Aaron Z.

2017-01-01

The purpose of this article is to share principles and strategies that may be used to teach appropriate behaviors to students that that may struggle with an emotional behavior disorder. Operating from the principle that music is naturally rewarding, classroom procedures and lessons that address preparation, imagination, effortful control, pacing,…

Modifying Socially Withdrawn Behavior: A Playground Intervention for Students with Internalizing Behaviors

ERIC Educational Resources Information Center

Marchant, Michelle R.; Solano, Brock R.; Fisher, Adam K.; Caldarella, Paul; Young, K. Richard; Renshaw, Tyler L.

2007-01-01

There is little research regarding interventions for children with internalizing behaviors in schools, both within classrooms and in nonclassroom environments. In response to this need, a nonclassroom treatment package, consisting of (a) social skills instruction, (b) mediated self-management, and (c) a reinforcement system, was implemented to…

Effects of a Rubric-Driven Assessment on Teacher Performance with Regard to Behavioral Management Skills

ERIC Educational Resources Information Center

Simmons, Kevin R.

2010-01-01

The purpose of this researcher was to evaluate the efficacy of an in-service training program in the use of a rubric-driven assessment system for classroom behavior management. Thirty randomly assigned teachers received in-service training and 30 teachers served as a control group. The use of a rubric-driven assessment provided both teachers and…

Managing Behavior by Managing the Classroom: Making Learning Accessible for Deaf and Hard of Hearing Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Szymanski, Christen A.

2012-01-01

The prevalence of Autism Spectrum Disorders (ASD)--a group of developmental disabilities that cause severe problems with socialization, behavior, and communication--continues to grow. In 2008, the year that "Odyssey" focused on autism, the estimated prevalence of ASD for hearing children was 1 in 150 (CDC, 2007), while today estimates suggest…

Promoting Positive Behavior Using the Good Behavior Game: A Meta-Analysis of Single-Case Research

ERIC Educational Resources Information Center

Bowman-Perrott, Lisa; Burke, Mack D.; Zaini, Samar; Zhang, Nan; Vannest, Kimberly

2016-01-01

The Good Behavior Game (GBG) is a classroom management strategy that uses an interdependent group-oriented contingency to promote prosocial behavior and decrease problem behavior. This meta-analysis synthesized single-case research (SCR) on the GBG across 21 studies, representing 1,580 students in pre-kindergarten through Grade 12. The TauU effect…

Personal Responsibility and Behavioral Disengagement in Innocent Bystanders during Classroom Management Events: The Moderating Effect of Teacher Aggressive Tendencies

ERIC Educational Resources Information Center

Montuoro, Paul; Lewis, Ramon

2018-01-01

Recent studies have shown that student behavioral engagement is malleable. For example, these studies have reported that students who feel emotionally supported by their teachers experience higher levels of behavioral engagement. The authors contributed to this research by investigating behavioral disengagement among innocent bystanders during…

The Flight of the Phoenix: Interpersonal Aspects of Project Management

ERIC Educational Resources Information Center

Huffman, Brian J.; Kilian, Claire McCarty

2012-01-01

Although many classroom exercises use movies to focus on management and organizational behavior issues, none of those do so in the context of project management. This article presents such an exercise using "The Flight of the Phoenix", an incredibly rich story for any management class, which provides clear examples of organizational behavior…

Increasing Teachers' Use of Evidence-Based Classroom Management Strategies through Consultation: Overview and Case Studies

ERIC Educational Resources Information Center

MacSuga, Ashley S.; Simonsen, Brandi

2011-01-01

Many classroom teachers are faced with challenging student behaviors that impact their ability to facilitate learning in productive, safe environments. At the same time, high-stakes testing, increased emphasis on evidence-based instruction, data-based decision making, and response-to-intervention models have put heavy demands on teacher time and…

Using Multi-Component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study

ERIC Educational Resources Information Center

Owens, Julie Sarno; Coles, Erika K.; Evans, Steven W.; Himawan, Lina K.; Girio-Herrera, Erin; Holdaway, Alex S.; Zoromski, Allison K.; Schamberg, Terah; Schulte, Ann

2017-01-01

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers' classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% Non-Hispanic…

Preliminary Effects of the Incredible Years Teacher Training Program on Classroom Management Skills

ERIC Educational Resources Information Center

Murray, Desiree W.; Murr, Natalie; Rabiner, David L.

2012-01-01

The overall purpose of this IES-funded Goal 3 study, now entering its third year, is to evaluate the efficacy of Incredible Years Teacher program (IYT) for improving K-2 students' academic achievement, attention, and social-emotional competence. The authors will also examine the extent to which classroom behavior mediates the relationship between…

Emotional Intelligence and Beliefs about Children, Discipline and Classroom Practices among Pre-Service Teachers

ERIC Educational Resources Information Center

Flanagan, Maryclare E.

2009-01-01

This research sought to explore how emotional intelligence (EI) shapes the beliefs of pre-service teachers with respect to issues such as classroom management and student behavior. 101 pre-service teachers were recruited from undergraduate and graduate education courses at a private, mid-sized university. The Emotional Quotient Inventory (EQ-i),…

Effect of Character Education on Student Behavior in Kindergarten

ERIC Educational Resources Information Center

Stewart-Burrison, LaWanda

2014-01-01

Student misbehavior in the classroom is often reported as an area of concern for teachers. Having to focus on classroom management rather than content results in a loss of important instructional time, which can have a deleterious impact on student academic achievement. The purpose of the study was to examine whether a character education program…

Teacher Strategies and Interventions for Maltreated Children.

ERIC Educational Resources Information Center

Lowenthal, Barbara

2001-01-01

Suggests that teachers use classroom strategies (structure and routine, reasonable rules and limits, using appropriate methods of discipline, other positive behavior management techniques) and socio-emotional interventions (development of friendships, appropriate expressions of emotions, anger control, conflict management, and internal sense of…

Classroom Management with a "Vision."

ERIC Educational Resources Information Center

Bell, Judy L.

This paper discusses the outcomes of a study that investigated the differences in overall compliant behavior before and during several weeks of videotaping a variety of behaviors within two self-contained classes of 6th, 7th, and 8th grade students with special needs. One class was designated for students with emotional or behavioral disabilities…

A Systematic Evidence Review of School-Based Group Contingency Interventions for Students with Challenging Behavior

ERIC Educational Resources Information Center

Maggin, Daniel M.; Johnson, Austin H.; Chafouleas, Sandra M.; Ruberto, Laura M.; Berggren, Melissa

2012-01-01

The purpose of this review was to synthesize the research underlying group contingency interventions to determine whether there is sufficient evidence to support their use for managing the classroom behavior of students with behavioral difficulties. An application of the What Works Clearinghouse (WWC) procedures for evaluating single-subject…

Using Course Assessments to Train Teachers in Functional Behavior Assessment and Behavioral Intervention Plan Techniques

ERIC Educational Resources Information Center

Fallon, Moira A.; Zhang, Jie; Kim, Eun-Joo

2011-01-01

As the need to train more teachers to work in inclusive classrooms increases, college instructors should identify and implement course assessments measuring their effectiveness in training practices. Skills in managing the challenging behaviors of students with disabilities, such as autism and emotional disturbances are important for teachers…

You Can Help Every Provider Have a Better Understanding of Functional Behavior Assessment! A Review of the Website: Basic FBA to BSP

ERIC Educational Resources Information Center

Shultz, Gwendolyn Joy; Havens, Nathan; Gurney, Beth Newberry; Burt, Jon

2017-01-01

Managing problematic classroom behavior is a challenge for many teachers, regardless of population. The website, www.basicfba.com, designed by researchers at Portland State University, offers teachers and practitioners a wealth of materials to assist them in conducting and maintaining a functional behavior assessment and behavior support plan.…

Review and Analysis of Literature on Self-Management Interventions to Promote Appropriate Classroom Behaviors (1988-2008)

ERIC Educational Resources Information Center

Briesch, Amy M.; Chafouleas, Sandra M.

2009-01-01

In the late 1980s, J. W. Fantuzzo and colleagues conducted a review of the self-management literature in order to better define the characteristics of this class of interventions. Results indicated that many interventions were minimally student-directed despite the title "self-managed" and that student-managed interventions demonstrated…

Impact of the Good Behavior Game, a Universal Classroom–Based Behavior Intervention, on Young Adult Service Use for Problems with Emotions, Behavior, or Drugs or Alcohol

PubMed Central

Poduska, Jeanne; Kellam, Sheppard; Wang, Wei; Brown, C. Hendricks; Ialongo, Nicholas; Toyinbo, Peter

2009-01-01

Background The Good Behavior Game (GBG) is a classroom behavior management strategy focused on socializing children to the role of student and aimed at reducing early aggressive, disruptive behavior, a confirmed antecedent to service use. The GBG was tested in a randomized field trial in 19 elementary schools in two cohorts of children as they attended first and second grades. This article reports on the impact of the GBG on service use through young adulthood. Methods Three or four schools in each of five urban areas were matched and randomly assigned to one of three conditions: 1) GBG, 2) an intervention aimed at academic achievement, or 3) the standard program of the school system. Children were assigned to classrooms to ensure balance, and teachers and classrooms were randomly assigned to intervention conditions. Results This study provides evidence of a positive impact of a universal preventive intervention on later service use by males, although not by females, for problems with emotions, behavior, or drugs or alcohol. For both cohorts, males in GBG classrooms who had been rated as highly aggressive, disruptive by their teachers in the fall of first grade had a lower rate of school-based service use than their counterparts in control classrooms. Replication The design employed two cohorts of students. Although both first- and second-grade teachers received less training and support with the second cohorts of students than with the first cohort, the impact of GBG was similar across both cohorts. PMID:18249508

Graphite Girls in a Gigabyte World: Managing the World Wide Web in 700 Square Feet

ERIC Educational Resources Information Center

Ogletree, Tamra; Saurino, Penelope; Johnson, Christie

2009-01-01

Our action research project examined the on-task and off-task behaviors of university-level student, use of wireless laptops in face-to-face classes in order to establish rules of wireless laptop etiquette in classroom settings. Participants in the case study of three university classrooms included undergraduate, graduate, and doctoral students.…

Classroom-based Interventions and Teachers’ Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings

PubMed Central

Zhai, Fuhua; Raver, C. Cybele; Li-Grining, Christine

2011-01-01

Preschool teachers’ job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers’ perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers’ perceived job control and work-related resources. We also found that the CSRP decreased teachers’ confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed. PMID:21927538

The Irie Classroom Toolbox: developing a violence prevention, preschool teacher training program using evidence, theory, and practice.

PubMed

Baker-Henningham, Helen

2018-05-01

In this paper, I describe the development of the Irie Classroom Toolbox, a school-based violence prevention, teacher training program for use with children aged 3-6 years. In-depth interviews were conducted with Jamaican preschool teachers, who had participated in a trial of a classroom behavior management program, at posttest (n = 35) and 5 years later (n = 20). An on-going process evaluation was also conducted. Teachers' preferred behavior management strategies and training methods were documented, and enablers and barriers to implementation were identified. Teachers were most likely to adopt strategies that they liked, found easy to use, and were effective. These included paying attention to positive behavior and explicitly teaching children the expected behavior. Teachers preferred active, hands-on training strategies based on social-cognitive theories. Enablers to intervention implementation included positive teacher-facilitator relationships, choice, collaborative problem solving, teachers recognizing benefits of the intervention, group support, and provision of materials. Barriers to intervention implementation were also identified. These data were integrated with behavior change theory (i.e., the behavior change wheel and theoretical domains framework) to develop an intervention grounded in common core elements of evidence-based programs while also utilizing teachers' perspectives. The resulting program is a low cost, adaptable intervention that should be suitable for training preschool teachers in other low-resource settings. © 2018 The Authors. Annals of the New York Academy of Sciences published by Wiley Periodicals, Inc. on behalf of The New York Academy of Sciences.

The Ineffectiveness of "Effective" Management Strategies: First-Year Teachers, Behavior Management, and Identity

ERIC Educational Resources Information Center

Dugas, Daryl

2016-01-01

This article presents a research project that challenges the skills-based approach to classroom management in teacher education, particularly in the domain of responding to student misbehaviors. In 90-minute narrative-based interviews, 16 first-year Chicago Public School (CPS) teachers were prompted for narratives of their experiences responding…

Impact of the Good Behavior Game on Special Education Teachers

ERIC Educational Resources Information Center

Hopman, Juliette A. B.; van Lier, Pol A. C.; van der Ende, Jan; Struiksma, Chris; Wubbels, Theo; Verhulst, Frank C.; Maras, Athanasios; Breeman, Linda D.; Tick, Nouchka T.

2018-01-01

This study tested effects of a program that offers teachers universal classroom management strategies, on teachers' burnout symptoms and self-efficacy, and their teaching behaviors. Data were collected from 147 teachers (mean age = 38.4 years, SD = 10.8) in 15 special secondary education schools for students with emotional and behavioral problems,…

Examining Behavioral Consultation plus Computer-Based Implementation Planning on Teachers' Intervention Implementation in an Alternative School

ERIC Educational Resources Information Center

Long, Anna C. J.; Sanetti, Lisa M. Hagermoser; Lark, Catherine R.; Connolly, Jennifer J. G.

2018-01-01

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this…

Administrative Sanctions, Classroom Management, and Intervention Strategies: Building Blocks for School-Wide Discipline. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

ERIC Educational Resources Information Center

Evans, Cal

Part of a series of monographs on safe, drug-free, and effective schools, this monograph discusses the new discipline requirements under the Individuals with Disabilities Education Act and the role of administrators in developing a range of intervention strategies to manage the behavior of students with behavior problems. Following an introductory…

Research Study

ERIC Educational Resources Information Center

Glick, Ashley

2010-01-01

Background: Action Research about my 2nd grade classroom in the Buffalo School District. I examined three areas of interest and tried to find some conclusions related to behavior management. Purpose: The purpose of this study is how will implementing procedures, rules, and consequences help improve student behavior. Research Design: Descriptive;…

Oil City PREP: Putting Positive Principles into Practice

ERIC Educational Resources Information Center

Eisenman, Jessica; Barnhill, Rachelle; Riley, Ben

2013-01-01

Tamara Shepard from Southwest Behavioral Health Management (SBHM) proposed a plan to schools in Venango County, Pennsylvania. School districts would collaborate with mental health agencies to create a school-based integrated classroom model that would combine education and behavioral health interventions in one setting. When she initially…

ERM TLB Teaching-Learning Behavior News

ERIC Educational Resources Information Center

LeBold, William K., Ed.

1978-01-01

Describes a graduate electrical engineering mini-course, computer graphics gaming and simulation, classroom management and student progress records, student reaction to instruction, and computer graphics in undergraduate education. (SL)

Strategies for Teaching Students with Learning and Behavior Problems. Fifth Edition.

ERIC Educational Resources Information Center

Bos, Candace S.; Vaughn, Sharon

This book provides information about general approaches to learning and teaching, offering descriptions of methods and procedures and focusing on classroom and behavior management, consultation, and working with parents and professionals. The 12 chapters include: (1) "The Teaching-Learning Process" (e.g., characteristics of students with…

Improve Student Behavior. K-6 Fast Flip Facts.

ERIC Educational Resources Information Center

Hollas, Betty

This flip book presents strategies for managing elementary student behavior while building community in the classroom. The first strategy explains how to remain calm and professional when facing a particularly challenging student by breathing and relaxing and reframing and retaining. The second strategy involves disengaging "smart talk" by using…

Effective Classroom Management: An Air Traffic Control Analogy

ERIC Educational Resources Information Center

Mundschenk, Nancy A.; Miner, Craig A.; Nastally, Becky L.

2011-01-01

Teachers address a wide range of student behavior by teaching expectations and routines and by responding proactively and constructively to misbehavior, while simultaneously holding all students, including those with emotional or behavioral disorders, to high academic standards. It can be a challenge for educators to effectively communicate their…

Conscious and Unconscious Teacher/Administrator Behavior and Conflict: Three Related Studies.

ERIC Educational Resources Information Center

Foster, Herbert L.; Biernat, Nancy A.

The role of personality make-up of those involved in problem solving, conflict resolution, classroom management, and school discipline is discussed. Three studies are presented which demonstrated personal characteristics which may appear to invite, or provide opportunity for, antisocial behavior. In the first study, psychological profiles were…

The Good Behavior Game and the Future of Prevention and Treatment

PubMed Central

Kellam, Sheppard G.; Mackenzie, Amelia C. L.; Brown, C. Hendricks; Poduska, Jeanne M.; Wang, Wei; Petras, Hanno; Wilcox, Holly C.

2011-01-01

The Good Behavior Game (GBG), a universal classroom behavior management method, was tested in first- and second-grade classrooms in Baltimore beginning in the 1985–1986 school year. Followup at ages 19–21 found significantly lower rates of drug and alcohol use disorders, regular smoking, antisocial personality disorder, delinquency and incarceration for violent crimes, suicide ideation, and use of school-based services among students who had played the GBG. Several replications with shorter followup periods have provided similar early results. We discuss the role of the GBG and possibly other universal prevention programs in the design of more effective systems for promoting children’s development and problem prevention and treatment services. PMID:22003425

Using Classroom Management to Improve Preschoolers' Social and Emotional Skills: Final Impact and Implementation Findings from the Foundations of Learning Demonstration in Newark and Chicago

ERIC Educational Resources Information Center

Morris, Pamela; Lloyd, Chrishana M.; Millenky, Megan; Leacock, Nicole; Raver, C. Cybele; Bangser, Michael

2013-01-01

Investments in early childhood programs are widely viewed as a promising strategy to improve the future educational achievement of disadvantaged young children. However, it can be difficult for teachers to maintain program quality if children in the classroom display challenging behaviors. For example, when some children act out aggressively or…

After Elton--How to "Manage" Disruption?

ERIC Educational Resources Information Center

Hanko, Gerda

1989-01-01

Discussed in the light of the British Elton Report is appropriate inservice training in classroom management for teachers of pupils with emotional and behavioral disorders. Concern is expressed that such inservice training will not address students' deeper needs and may limit access to the National Curriculum. Joint problem-solving initiatives are…

Peer-Monitoring and Self-Monitoring: Alternatives to Traditional Teacher Management.

ERIC Educational Resources Information Center

Fowler, Susan A.

1986-01-01

Peer-monitoring and self-monitoring procedures were developed to decrease disruption and nonparticipation during transition activities of a kindergarten class with 10 children with behavior and/or learning problems. Results suggested that classroom management can be achieved through carefully developed routines with clear instructions paired with…

Adminsitrator Perception of Management Skills Comparing Traditionally and Alternatively Certified Teachers

ERIC Educational Resources Information Center

Ring, Candi Lynn

2016-01-01

Within the scientific literature there has been no examination of teacher preparation regarding classroom and behavior management skills comparing educators who obtained traditional teacher certification through a university-based education program and those who obtained alternative certification. Consequently, the goal of this study was to assess…

Management of Classroom Behaviors: Perceived Readiness of Education Interns

ERIC Educational Resources Information Center

Garland, Dennis; Garland, Krista Vince; Vasquez, Eleazar, III

2013-01-01

Education students at a large research university participated in internships during their final semesters as part of their respective programs of study as a capstone experience. Qualitative and quantitative methods were used to collect data on the perceptions of interns' readiness and knowledge of evidence-based practices to manage classroom…

A Behavior Management Seminar for Special or General Education Graduate Students

ERIC Educational Resources Information Center

Schindelheim, Franklin D.

2010-01-01

The purpose of this qualitative study was to identify the classroom management needs of graduate education students in one college, and develop a seminar that emerged from the research. Researchers have shown that professional development provided for graduate education students typically deals with curriculum and instructional methodologies…

The impact of two universal randomized first- and second-grade classroom interventions on young adult suicide ideation and attempt⋆

PubMed Central

Wilcox, Holly C.; Kellam, Sheppard G.; Brown, C. Hendricks; Poduska, Jeanne; Ialongo, Nicholas S.; Wang, Wei; Anthony, James C.

2008-01-01

Objective This paper reports the impact of two first- and second-grade classroom based universal preventive interventions on the risk of Suicide Ideation (SI) and Suicide Attempts (SA) by young adulthood. The Good Behavior Game (GBG) was directed at socializing children for the student role and reducing aggressive, disruptive behavior. Mastery Learning (ML) was aimed at improving academic achievement. Both were implemented by the teacher. Methods The design was epidemiologically based, with randomization at the school and classroom levels and balancing of children across classrooms. The trial involved a cohort of first-grade children in 19 schools and 41 classrooms with intervention at first and second grades. A replication was implemented with the next cohort of first grade children with the same teachers but with little mentoring or monitoring. Results In the first cohort, there was consistent and robust GBG-associated reduction of risk for suicide ideation by age 19–21 years compared to youths in standard setting (control) classrooms regardless of any type of covariate adjustment. A GBG-associated reduced risk for suicide attempt was found, though in some covariate-adjusted models the effect was not statistically robust. No statistically significant impact on these outcomes was found for ML. The impact of the GBG on suicide ideation and attempts was greatly reduced in the replication trial involving the second cohort. Conclusions A universal preventive intervention directed at socializing children and classroom behavior management to reduce aggressive, disruptive behavior may delay or prevent onset of suicide ideation and attempts. The GBG must be implemented with precision and continuing support of teachers. PMID:18329189

Using Teacher and Researcher Data to Evaluate the Effects of Self-Management in an Inclusive Classroom

ERIC Educational Resources Information Center

King-Sears, Margaret E.

2008-01-01

A student with moderate mental retardation included in a general education math setting was taught how to use self-management to increase his on-task behaviors. A researcher and special educator worked together to determine the content for self-management, and each collected 2 different types of data to monitor the impact of self-management.…

Prospective Teachers' Awareness and Expression of Emotions: Associations with Proposed Strategies for Behavioral Management in the Classroom

ERIC Educational Resources Information Center

Garner, Pamela W.; Moses, Laurence K.; Waajid, Badiyyah

2013-01-01

This research examined whether prospective teachers' emotion regulation styles, dispositional empathy, and conceptions of competent student emotion and behavior were predictive of their attitudes about bullying and proposed responses to peer conflict. Overall, participants perceived physical bullying as more serious than verbal and relational…

A Cooperative Training Program for Students with Severe Behavior Problems: Description and Comparative Evaluation.

ERIC Educational Resources Information Center

Reganick, Karol A.

The Cooperative Training Program was implemented with 20 students having severe behavior problems, to augment a classroom employability curriculum. Educators and business managers at a local Perkins restaurant worked cooperatively to design a new curriculum and recruitment procedure to benefit both students and the business. A continuous and…

Teacher-Provided Positive Attending to Improve Student Behavior

ERIC Educational Resources Information Center

Perle, Jonathan G.

2016-01-01

A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e.,…

The Effect of Social Media Usage on Course Achievement and Behavior

ERIC Educational Resources Information Center

Alghazo, Yazan M.; Nash, Julie A.

2017-01-01

This study investigated the effects of social media usage as a classroom management tool on students' achievement and their behavior in class. Groups were determined by choosing random samples of different classes. The treatment group included the social media application "whatsapp" which all students and the instructor were asked to…

The Effect of Shared versus Individual Reflection on Team Outcomes

ERIC Educational Resources Information Center

Domke-Damonte, Darla J.; Keels, J. Kay

2015-01-01

In this study, teams in a strategic management classroom were given one of two versions of an assignment related to the development of a team contract: independent individual reflections on desired team behaviors versus team-level reflections on desired behavioral norms. Results of a multivariate analysis of covariance, controlling for gender and…

The Design and Validation of an Instrument for Identifying and Measuring the Coping Behaviors of Three-Year-Olds in Pre-School Settings.

ERIC Educational Resources Information Center

Silvernail, Jean Marie

Coping is defined as the process by which the child attempts to control, synthesize, and make his world manageable. Coping behaviors found in the literature and observed in five preschool classrooms were behaviorally defined to facilitate their identification and observation by trained adults. An instrument designed for use in observation of these…

Reversing the Use of Hobson's Choice: Culturally Relevant Assessment and Treatment Practices for Culturally and Linguistically Diverse Learners with Problem Behaviors

ERIC Educational Resources Information Center

Obiakor, Festus E.; Gibson, Lenwood

2015-01-01

Hobson's Choice is a psychological philosophy that prescribes a "take-it-or-leave-it" approach when addressing the problematic behaviors of students. Logically, this choice provides a traditional order in the classroom and gives teachers and service providers the sole power and authority to manage problem behaviors. For many students…

The Challenging Pupil in the Classroom: Child Effects on Teachers

PubMed Central

Houts, Renate M.; Caspi, Avshalom; Pianta, Robert C.; Arseneault, Louise; Moffitt, Terrie E.

2012-01-01

Teaching children requires effort and some children naturally require more effort than others. This study tests whether teacher effort devoted to individual children varies as a function of children’s personal characteristics. Using a nation-wide longitudinal study of twins followed between ages 5-12 years, we asked teachers about the effort they invested in each child enrolled in our study. We found that teacher effort was a function of heritable child characteristics; that children’s challenging behavior assessed at age 5 predicted teacher effort at age 12; and that challenging child behavior and teacher effort share common etiology in children’s genes. While child effects accounted for a significant proportion of variance in teacher effort, we also found variation that could not be attributed to children’s behavior. Treating children with challenging behavior and enhancing teachers’ skills in behavior management could increase the time and energy teachers have to deliver curriculum in their classrooms. PMID:21078897

Self-Management for Children with High-Functioning Autism Spectrum Disorders

ERIC Educational Resources Information Center

Wilkinson, Lee A.

2008-01-01

Supporting children with autism spectrum disorders in the general education classroom presents a unique challenge to the teachers and schools that serve them. This article addresses the utility of self-management as a proactive strategy for increasing the task engagement and compliant behavior of high-functioning students with autism. The author…

Using Second Life to Enhance Classroom Management Practice in Teacher Education

ERIC Educational Resources Information Center

Mahon, Jennifer; Bryant, Bobby; Brown, Ben; Kim, Miran

2010-01-01

The following article discusses an educational simulation created within Second Life (SL) in order to assist pre-service teachers (PSTs) in gaining more experience managing student behavior. The article discusses the development, implementation, and assessment of the simulation as well as student data on the feasibility of the approach in…

Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form.

PubMed

Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie

2015-12-01

This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. (c) 2015 APA, all rights reserved).

Behavioral Management of Exceptional Children Using Video Games as Reward.

ERIC Educational Resources Information Center

Buckalew, L.W.; Buckalew, Patricia Bowman

1983-01-01

Seventeen children ranging in age from 9 to 15 years and from grades four and eight in five classes for students with emotional conflicts were placed on a video game reward system. The observation of enhanced classroom decorum and individual performance of students suggest the effectiveness of this reward in modifying behavior. (Author/PN)

A Placebo-Controlled Test of Cognitive-Behavioral Therapy for Comorbid Insomnia in Older Adults

ERIC Educational Resources Information Center

Rybarczyk, Bruce; Stepanski, Edward; Fogg, Louis; Lopez, Martita; Barry, Paulette; Davis, Andrew

2005-01-01

The present study tested cognitive-behavioral therapy (CBT) for insomnia in older adults with osteoarthritis, coronary artery disease, or pulmonary disease. Ninety-two participants (mean age = 69 years) were randomly assigned to classroom CBT or stress management and wellness (SMW) training, which served as a placebo condition. Compared with SMW,…

The Effects of Teacher Participation in the Time to Teach Classroom Management Program on Ninth Grade Student Behavior

ERIC Educational Resources Information Center

Houck, T. Chad

2017-01-01

In high school settings the behavior of students can have significant impacts on educational outcomes. This study tests Bronfrenbrenner's ecological systems theory by quantitatively studying academic and discipline measures of 9th grade students before and after teachers participated in the Time To Teach (TTT) professional development training.…

Validation of the Classroom Behavior Inventory

ERIC Educational Resources Information Center

Blunden, Dale; And Others

1974-01-01

Factor-analytic methods were used toassess contruct validity of the Classroom Behavior Inventory, a scale for rating behaviors associated with hyperactivity. The Classroom Behavior Inventory measures three dimensions of behavior: Hyperactivity, Hostility, and Sociability. Significant concurrent validity was obtained for only one Classroom Behavior…

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

PubMed

Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

2013-11-01

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

The "It's Not My Fault!" Exercise: Exploring the Causes and Consequences of Managers' Explanations for Poor Performance

ERIC Educational Resources Information Center

Paglis, Laura L.

2008-01-01

Experienced managers know that perceptions matter greatly when it comes to working effectively with employees. The task for organizational behavior (OB) instructors, especially in the undergraduate classroom, is to make the perceptions topic come alive for students who may not appreciate at first the application and significance of this subject…

You Can't Teach a Class You Can't Manage

ERIC Educational Resources Information Center

Whyte, Donna

2008-01-01

Donna Whyte presents specific strategies for addressing classroom management problems, and she doesn't shy away from tough issues such as bullying, lying, and stealing. Her focus is on an even greater challenge, teaching children the skills they need to control their own behavior. Whyte offers humor, perspective, and insight as she shares her own…

Teaching Learning Curves in an Undergraduate Economics or Operations Management Course

ERIC Educational Resources Information Center

Naidu, Jaideep T.; Sanford, John F.

2012-01-01

Learning Curves has its roots in economics and behavioral psychology. Learning Curves theory has several business applications and is widely used in the industry. As faculty of Operations Management courses, we cover this topic in some depth in the classroom. In this paper, we present some of our teaching methods and material that have helped us…

A Study of the Relationship between Middle School and High School Teachers Instructional and Behavior Management Practices and Demographic Variables

ERIC Educational Resources Information Center

Santiago, Deborah Albright

2012-01-01

Although teachers implement differentiated instructional techniques to provide students with enriching hands-on activities related to real life experiences, the implementation of instructional techniques has required teachers to rethink and revise their approaches to classroom management (CM). While a gap in research exists on current practices in…

An Educator's Guide to Tourette Syndrome.

ERIC Educational Resources Information Center

Bronheim, Suzanne

1991-01-01

Tourette Syndrome is described in terms of causes, treatment, associated disorders (attention deficit hyperactivity disorder, obsessive-compulsive behaviors, learning disabilities), and classroom management (dealing with tics, writing problems, language problems, and attention problems). Common teacher questions concerning Tourette Syndrome are…

An Analysis of Job Satisfaction for Special Educators Who Instruct Students with Emotional/Behavioral Disorders: How Working Conditions Impact Commitment

ERIC Educational Resources Information Center

Adkins, Beverly

2009-01-01

Teachers of students with emotional/behavioral disorders (E/BD) find that myriad concerns for effective teaching (e.g., salaries, increased paperwork, classroom management) challenge their ability to meet personal and professional needs. The push for certified teachers and limited training to work with students with special needs create stressors…

Does a Preschool Social and Emotional Learning Intervention Pay Off for Classroom Instruction and Children's Behavior and Academic Skills? Evidence from the Foundations of Learning Project

ERIC Educational Resources Information Center

Morris, Pamela; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M.

2013-01-01

This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized, experimental…

Academic Outcomes of the Chicago School Readiness Project in First Grade: Do Children's Approaches to Learning Mediate Treatment Effects on Academic Skills?

ERIC Educational Resources Information Center

Li-Grining, Christine; Haas, Kelly

2010-01-01

The Chicago School Readiness Project (CSRP), a randomized, classroom-based mental health intervention, aimed to improve teachers' behavior management of preschoolers' dysregulated behavior. The current follow-up study examines potential impacts on academic skills of first graders by enhancing their ATL. This investigation seeks to answer three…

The Morality of Employee Theft: Teaching about Ethics and Deviant Behavior in the Workplace

ERIC Educational Resources Information Center

Kidwell, Roland E., Jr.; Kochanowski, Susan M.

2005-01-01

Deviant behavior at work is an important topic for management education because of its prevalence and cost to both organizations and people. This article demonstrates how the ethical ramifications of workplace activities identified as deviant can be actively discussed by students and by educators in the classroom by using an original case study.…

Improving teacher perceptions of parent involvement patterns: Findings from a group randomized trial.

PubMed

Herman, Keith C; Reinke, Wendy M

2017-03-01

For children with the most serious and persistent academic and behavior problems, parent involvement in education, particularly teacher perceptions of involvement, is essential to avert their expected long-term negative outcomes. Despite the widespread interest in and perceived importance of parent involvement in education, however, few experimental studies have evaluated programs and practices to promote it. In this group randomized trial, we examined the effects of the Incredible Years Teacher Classroom Management program (IY TCM) on teacher perceptions of contact and comfort with parents. One hundred five classrooms with 1818 students were randomly assigned to an IY TCM or to a control, business as usual condition. Measures of key constructs included teacher ratings of parent and student behaviors, direct observations in the classroom, and a standardized academic achievement test. Latent transition analysis (LTA) was used to identify patterns of involvement over time and to determine if intervention condition predicted postintervention patterns and transitions. Four patterns of involvement were identified at baseline and at follow-up; parents of students with academic and behavior problems were most likely to be in classes with the least adaptive involvement patterns. Intervention status predicted group membership at follow-up. Specifically, intervention classroom parents were significantly more likely to transition to more adaptive teacher-rated parenting profiles at follow-up compared to control classroom parents. This is the first randomized trial we are aware of that has found that teacher training can alter teacher perceptions of parent involvement patterns. Clinical implications for students with behavior and academic problems are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Developing entrepreneurial competencies in the healthcare management undergraduate classroom.

PubMed

Rubino, Louis; Freshman, Brenda

2005-01-01

Recently, entrepreneurial behavior is becoming more accepted in the healthcare field. This article describes an attempt to foster development of positive entrepreneurial competencies in the undergraduate health administration classroom. Through a literature review on entrepreneurs, eight competency clusters are identified; decision making, strategic thinking, risk taking, confidence building, communicating ideas, motivating team members, tolerance of ambiguity, and internal locus of control. These clusters are used to promote entrepreneurial skills for students though identified learning-centered activities and supplement an instructional style that facilitates thoughtful reflection.

The Efficacy of All-Positive Management as a Function of the Prior Use of Negative Consequences.

ERIC Educational Resources Information Center

Pfiffner, Linda J.; O'Leary, Susan G.

1987-01-01

The study found that in the absence of a history of negative consequences, an all-positive management system for eight first- through third-grade children with academic and/or classroom behavioral problems was not sufficient to maintain on-task rates of academic accuracy. The addition of negative consequences immediately improved on-task behavior…

Implementation of a self-monitoring application to improve on-task behavior: A high school pilot study.

PubMed

Wills, Howard P; Mason, Benjamin A

2014-12-01

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high school students in order to assess the effectiveness of a technologically-delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (student 1) and attention deficit hyperactivity disorder (ADHD: student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at five min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior.

Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social–emotional outcomes

PubMed Central

Yudron, Monica; Jones, Stephanie M.; Raver, C. Cybele

2016-01-01

In this paper, we examine common methods for using individual-level data to represent classroom composition by examining exemplary studies that thoughtfully incorporate such measures. Building on these studies, and using data from the Chicago School Readiness Project (CSRP), this paper examines theoretical and analytical implications of a set of different transformations of individual ratings of child externalizing behaviors in order to examine and compare the influence of these representations of classroom composition on Kindergarten internalizing behaviors, social competence, and attention/impulsivity problems. Results indicate that each Kindergarten outcome is influenced by distinct aspects of classroom composition of externalizing behaviors. Kindergarten internalizing behaviors are positively associated with the proportion of children in the Head Start classroom who started with externalizing scores above the 75th percentile regardless of the average value of externalizing behaviors in the classroom. In contrast, Kindergarten social competence is predicted by three aspects of the classroom distribution of externalizing behaviors in the fall of Head Start—the classroom mean, standard deviation, and skew. Finally, Kindergarten attention/impulsivity problems were not associated with any aspect of classroom composition of externalizing behavior examined in this paper. PMID:28275289

A Review of Timeout Ribbons

ERIC Educational Resources Information Center

Kostewicz, Douglas E.

2010-01-01

Researchers and practitioners often employ timeout procedures to manage inappropriate classroom behavior. When implemented inappropriately, however, timeout can result in dangerous situations and have received increased scrutiny (i.e., seclusion). The timeout ribbon procedure can prevent some of the dangerous situations associated with other forms…

Safety Education and Science.

ERIC Educational Resources Information Center

Ralph, Richard

1980-01-01

Safety education in the science classroom is discussed, including the beginning of safe management, attitudes toward safety education, laboratory assistants, chemical and health regulation, safety aids, and a case study of a high school science laboratory. Suggestions for safety codes for science teachers, student behavior, and laboratory…

Receipt of Medication and Behavioral Therapy Among a National Sample of School-Age Children Diagnosed With Attention-Deficit/Hyperactivity Disorder.

PubMed

Walls, Morgan; Allen, Caitlin G; Cabral, Howard; Kazis, Lewis E; Bair-Merritt, Megan

2018-04-01

In 2011, the American Academy of Pediatrics published practice guidelines for attention-deficit/hyperactivity disorder (ADHD), recommending both medication and behavioral therapy for school-age children. The current study examines associations between child/family characteristics and ADHD medication, behavioral, and combined therapy. This study used data from the 2014 National Survey of the Diagnosis and Treatment of ADHD and Tourette syndrome, a nationally representative follow-up survey to the 2011-2012 National Survey of Children's Health. Descriptive statistics were used to estimate frequencies of ADHD treatments and multivariable logistic regression to examine child/family characteristics associated with parent-reported medication use, classroom management, and parent training for children aged 8 to 17 diagnosed with ADHD (n = 2401). Black and Hispanic children were less likely than white children to have ever received ADHD medication. Hispanic children were less likely than white children to be currently receiving medications (adjusted odds ratio, 0.49; 95% confidence interval, 0.30-0.80). No differences were found in current medication use for black children compared to white children. Thirty-percent of parents reported that their child was currently receiving classroom management, and 31% reported having ever received parent training for ADHD. Children whose ADHD medication was managed by a primary care physician were less likely to receive combined medication and behavioral therapy compared to children managed by specialty physicians (adjusted odds ratio, 2.58; 95% confidence interval, 1.75-3.79). Most school-age children reported receiving medication for ADHD; however, medication disparities persist. Parent-reported use of behavioral therapies are low. Future research should examine reasons for observed variation in treatment and interventions to optimize ADHD care. Copyright © 2018 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.

Study protocol for a group randomized controlled trial of a classroom-based intervention aimed at preventing early risk factors for drug abuse: integrating effectiveness and implementation research.

PubMed

Poduska, Jeanne; Kellam, Sheppard; Brown, C Hendricks; Ford, Carla; Windham, Amy; Keegan, Natalie; Wang, Wei

2009-09-02

While a number of preventive interventions delivered within schools have shown both short-term and long-term impact in epidemiologically based randomized field trials, programs are not often sustained with high-quality implementation over time. This study was designed to support two purposes. The first purpose was to test the effectiveness of a universal classroom-based intervention, the Whole Day First Grade Program (WD), aimed at two early antecedents to drug abuse and other problem behaviors, namely, aggressive, disruptive behavior and poor academic achievement. The second purpose--the focus of this paper--was to examine the utility of a multilevel structure to support high levels of implementation during the effectiveness trial, to sustain WD practices across additional years, and to train additional teachers in WD practices. The WD intervention integrated three components, each previously tested separately: classroom behavior management; instruction, specifically reading; and family-classroom partnerships around behavior and learning. Teachers and students in 12 schools were randomly assigned to receive either the WD intervention or the standard first-grade program of the school system (SC). Three consecutive cohorts of first graders were randomized within schools to WD or SC classrooms and followed through the end of third grade to test the effectiveness of the WD intervention. Teacher practices were assessed over three years to examine the utility of the multilevel structure to support sustainability and scaling-up. The design employed in this trial appears to have considerable utility to provide data on WD effectiveness and to inform the field with regard to structures required to move evidence-based programs into practice. NCT00257088.

Friendship and Thomas More: Using Erasmus's Letter to Ulrich von Hutten as a Tool in Developing a Classroom Management Plan

ERIC Educational Resources Information Center

Brown, Joshua W.; Rud, A. G.

2006-01-01

The development of course management plans and student behavioral guidelines are a necessary component for the foundation of any school or learning community. In this article the authors explore a few of the principal foundations of creating these plans based on the qualities Erasmus described in his great friend Thomas More. Teachers and…

Educating Students with Mild Disabilities: Strategies and Methods. Second Edition.

ERIC Educational Resources Information Center

Meyen, Edward L., Ed.; Vergason, Glenn A., Ed.; Whelan, Richard J., Ed.

This book addresses inclusive environments and the shifting of instruction of children with disabilities to the general classroom teacher. The major themes are behavior management, curriculum, and instructional strategies. Individual chapters include: (1) "Discipline in Special Education and General Education Settings" (Deborah Deutsch…

Helping Adolescents Respond with Integrity to Defensive Teaching

ERIC Educational Resources Information Center

Thorkildsen, Theresa A.; Driver, Persis

2017-01-01

Integrity in student-teacher interaction is more likely when students and teachers tactfully disrupt the pacing of efficient, but fragmented lessons. Yet, teachers sometimes cling to fragmented, oversimplified definitions of knowledge, and defensively manage classroom behavior by controlling students' access to information. Ironically, adolescents…

Classroom Behavior Patterns of EMH, LD, and EH Students.

ERIC Educational Resources Information Center

McKinney, James D.; Forman, Susan G.

1982-01-01

Investigated whether classroom teachers could differentiate among educable mentally handicapped (EMH), learning disabled (LD), and emotionally handicapped (EH) students based on perceptions of classroom behavior patterns. Ratings from classroom behavior inventory scales revealed that EMH students were distinguished by low intelligence, creativity,…

Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

PubMed Central

O’Brennan, Lindsey M.; Bradshaw, Catherine P.; Furlong, Michael J.

2014-01-01

Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students’ behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior. PMID:25346779

Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes and Beliefs toward Classroom Management Style?

ERIC Educational Resources Information Center

Martin, Nancy K.; Yin, Zenong; Mayall, Hayley

2006-01-01

This study represents a continuation of research efforts to further refine the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The purposes of this study were to investigate the: (1) impact of classroom management training on classroom management style; (2) differences in attitudes toward classroom management between novice and…

Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement.

PubMed

Kim, Ha Yeon; Cappella, Elise

2016-03-01

Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016.

Differential Effectiveness of Interdependent and Dependent Group Contingencies in Reducing Disruptive Classroom Behavior

ERIC Educational Resources Information Center

Hartman, Kelsey; Gresham, Frank

2016-01-01

Disruptive behavior in the classroom negatively affects all students' academic engagement, achievement, and behavior. Group contingencies have been proven effective in reducing disruptive behavior as part of behavior interventions in the classroom. The Good Behavior Game is a Tier 1 classwide intervention that utilizes an interdependent group…

Decreasing Inappropriate Use of Mobile Devices in Urban High School Classrooms: Comparing an Antecedent Intervention With and Without the Good Behavior Game.

PubMed

Hernan, Colleen J; Collins, Tai A; Morrison, Julie Q; Kroeger, Stephen D

2018-03-01

As the capabilities of portable technology continue to advance and become more accessible, educators express concern about the impact of the inappropriate use of mobile devices on academic engagement and learning. An alternating treatments design was used to compare the effectiveness of an antecedent (Clear Box) intervention and an interdependent group contingency (Clear Box + Good Behavior Game [GBG]) intervention to typical classroom management techniques (Control) in increasing the academic engagement and decreasing mobile device use of high school students during instruction. The results indicate an increase in academic engagement and a decrease in the inappropriate presence of mobile devices in both classrooms with the implementation of the Clear Box + GBG, as compared with the Clear Box and Control conditions. In addition, teacher and student social validity data suggested that teachers and students viewed the Clear Box + GBG intervention favorably. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

A Day in Third Grade: A Large-Scale Study of Classroom Quality and Teacher and Student Behavior

ERIC Educational Resources Information Center

Elementary School Journal, 2005

2005-01-01

Observations of 780 third-grade classrooms described classroom activities, child-teacher interactions, and dimensions of the global classroom environment, which were examined in relation to structural aspects of the classroom and child behavior. 1 child per classroom was targeted for observation in relation to classroom quality and teacher and…

Caregiver Cognition and Behavior in Day-Care Classrooms.

ERIC Educational Resources Information Center

Holloway, Susan D.

A study examined the relationship between change in daycare children's classroom behavior and the teacher's socialization behavior. Various behaviors of 69 children in 24 classrooms were observed and coded in the fall and spring of the school year. Observers coded teacher behavior according to the Caregiver Interaction Scale, which assesses…

Learner-Centered Micro Teaching in Teacher Education

ERIC Educational Resources Information Center

Kilic, Abdurrahman

2010-01-01

The purpose of this study is to investigate the effect of Learner-Centered Micro Teaching (LCMT) on the development of teacher candidates' teaching competencies. To achieve this goal, teacher candidates' teaching behaviors on subject area, planning, teaching process, classroom management, communication, and evaluation have been pre- and…

Classroom management at the university level: lessons from a former high school earth science teacher

NASA Astrophysics Data System (ADS)

Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment, and standard procedures. Central to all of these suggestions is the basic concept of planning activities for students beyond passive absorption of lecture material and fitting them smoothly within the typical time constraints of a class period. Well-managed students learn better. I close with the observation that the most basic desires of students are independent of age; learners of all ages and levels prefer well-designed classroom experiences. In this context, books and resources intended for the professional development of secondary--and even elementary—teachers suddenly contain a wealth of techniques that, with some modification, might be useful at the university level.

Noise and autism spectrum disorder in children: An exploratory survey.

PubMed

Kanakri, Shireen M; Shepley, Mardelle; Varni, James W; Tassinary, Louis G

2017-04-01

With more students being educated in schools for Autism Spectrum Disorder (ASD) than ever before, architects and interior designers need to consider the environmental features that may be modified to enhance the academic and social success of autistic students in school. This study explored existing empirical research on the impact of noise on children with ASD and provides recommendations regarding design features that can contribute to noise reduction. A survey, which addressed the impact of architectural design elements on autism-related behavior, was developed for teachers of children with ASD and distributed to three schools. Most teachers found noise control to be an important issue for students with autism and many observed children using ear defenders. In terms of managing issues related to noise, most teachers agreed that thick or soundproof walls and carpet in the classroom were the most important issues for children with ASD. Suggested future research should address architectural considerations for building an acoustically friendly environment for children with autism, identifying patterns of problematic behaviors in response to acoustical features of the built environment of the classroom setting, and ways to manage maladaptive behaviors in acoustically unfriendly environments. Copyright © 2017 Elsevier Ltd. All rights reserved.

Classroom Management in Diverse Classrooms

ERIC Educational Resources Information Center

Milner, H. Richard, IV; Tenore, F. Blake

2010-01-01

Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that…

Developmental Epidemiological Courses Leading to Antisocial Personality Disorder and Violent and Criminal Behavior: Effects by Young Adulthood of a Universal Preventive Intervention in First- and Second-Grade Classrooms

PubMed Central

Kellam, Sheppard G.; Brown, C. Hendricks; Muthén, Bengt O.; Ialongo, Nicholas S.; Poduska, Jeanne M.

2009-01-01

Background Antisocial personality disorder (ASPD), violent and criminal behavior, and drug abuse disorders share the common antecedent of early aggressive, disruptive behavior. In the 1985–1986 school year teachers implemented the Good Behavior Game (GBG), a classroom behavior management strategy targeting aggressive, disruptive behavior and socializing children to the student role. From first grade through middle school the developmental trajectories of 2,311 students from 19 Baltimore City Public Schools were examined. This article reports the GBG impact on these trajectories and ASPD and violent and criminal behavior by age 19–21 among the selected 768 students. Methods In five urban poor to lower-middle class predominately African American areas, three to four schools were matched and within each set randomly assigned to one of three conditions: 1) the GBG, 2) a program directed at reading achievement, or 3) the standard program. Classrooms and teachers were randomly assigned to intervention or control. Measures at 19–21 included self reports and juvenile court and adult incarceration records. Intervention impact was assessed via General Growth Mixture Modeling based on repeated measures of aggressive, disruptive behavior. Results Three trajectories of aggressive, disruptive behavior were identified. By young adulthood, there was significant reduction in rates of ASPD and violent and criminal behavior among GBG males in the high aggressive, disruptive trajectory. Replication A replication was implemented with the next cohort of first-grade children using the same teachers during the following school year, but with diminished mentoring and monitoring of teachers. The results showed generally non-significant effects in the same direction. PMID:18243581

Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom

ERIC Educational Resources Information Center

Sutherland, Kevin S.; Singh, Nirbhay N.

2004-01-01

Students with emotional or behavioral disorders (E/BD) are characterized by academic deficits and classroom behavioral problems. The relationship between problem behavior and academic difficulties is complex, and some researchers have hypothesized that the classroom behavior problems of students with E/BD are responses to aversive stimuli, namely…

Classroom Management and the Librarian

ERIC Educational Resources Information Center

Blackburn, Heidi; Hays, Lauren

2014-01-01

As librarians take on more instructional responsibilities, the need for classroom management skills becomes vital. Unfortunately, classroom management skills are not taught in library school and therefore, many librarians are forced to learn how to manage a classroom on the job. Different classroom settings such as one-shot instruction sessions…

Classroom management programs for deaf children in state residential and large public schools.

PubMed

Wenkus, M; Rittenhouse, B; Dancer, J

1999-12-01

Personnel in 4 randomly selected state residential schools for the deaf and 3 randomly selected large public schools with programs for the deaf were surveyed to assess the types of management or disciplinary programs and strategies currently in use with deaf students and the rated effectiveness of such programs. Several behavioral management programs were identified by respondents, with Assertive Discipline most often listed. Ratings of program effectiveness were generally above average on a number of qualitative criteria.

Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Bozorgmanesh, Bafrin

2015-01-01

Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies…

Independence, Disengagement, and Discipline

ERIC Educational Resources Information Center

Rubin, Ron

2012-01-01

School disengagement is linked to a lack of opportunities for students to fulfill their needs for independence and self-determination. Young people have little say about what, when, where, and how they will learn, the criteria used to assess their success, and the content of school and classroom rules. Traditional behavior management discourages…

Teacher-Implemented Behavior Modification in a Case of Organically Based Epilepsy

ERIC Educational Resources Information Center

Balaschak, Barbara A.

1976-01-01

Significant reduction of seizures in an 11-year-old girl was achieved through a contingency management program implemented by her classroom teacher. The program was designed to shift the focus from her actual seizures to her seizure-free time periods. Seizures diminished over the total treatment period. (Author)

Social and Emotional Learning and Teachers

ERIC Educational Resources Information Center

Schonert-Reichl, Kimberly A.

2017-01-01

Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer.…

Discipline Is the Problem--not the Solution.

ERIC Educational Resources Information Center

Kohn, Alfie

1995-01-01

A teacher discusses classroom management techniques, explaining that discipline tends to involve the teacher maintaining his/her position of authority rather than creating a democratic community and noting that threats and bribes buy short-term behavior change but do not help students develop a commitment to positive values. (SM)

Strategies for Maintaining Appropriate Behavior in Inclusive Physical Education Settings

ERIC Educational Resources Information Center

Sanderson, Sonya; Heckaman, Kelly A.; Ernest, James M.; Johnson, Sherifa; Raab, Scot

2013-01-01

The typical physical education class period consists of a number of instructional activities linked together by brief transitory phases, or transitions (e.g., lining up, identifying teams, handing out equipment, etc.). Transitions can challenge even the most experienced physical educators, because without good classroom management, transitions can…

Adolescent Brain Development and Implications for Classroom Management

ERIC Educational Resources Information Center

Mears, Derrick

2012-01-01

Studies using Magnetic Resonance Imaging (MRI) to observe the adolescent brain have shown that during adolescence multiple changes are occurring. This can provide a potential explanation for the sporadic and seemingly unpredictable behaviors that appear. It is believed that the brain of an adolescent goes through a profound neurological…

Just Rewards: Positive Discipline Can Teach Students Self-Respect and Empathy.

ERIC Educational Resources Information Center

Shandler, Nina

1996-01-01

Describes a teacher's approach to classroom management through positive discipline, using positive reinforcements to teach children positive behaviors. Students who feel affirmed can begin to believe in themselves and begin to take responsibility and build successful relationships. Five steps to positive discipline are outlined. (SLD)

Dimensionality of Upper Elementary Mathematics Instruction: Exploring Factors across Two Observational Instruments

ERIC Educational Resources Information Center

Blazar, David; Braslow, David; Charalambous, Charalambos Y.

2015-01-01

Over the past several years, research teams have developed observational instruments to measure the quality of teachers' instructional practices. Instruments such as Framework for Teaching (FFT) and the Classroom Assessment Scoring System (CLASS) assess general teaching practices, including student-teacher interactions, behavior management, and…

Level System Use in Special Education: Classroom Intervention with Prima Facie Appeal.

ERIC Educational Resources Information Center

Smith, Stephen W.; Farrell, Daniel T.

1993-01-01

This article chronicles the development of level systems designed for students with significant behavior problems, to foster student improvement through self-management and positive reinforcement. The article examines assumptions underlying level systems' concepts and components and offers recommendations to guide future research into the design…

RAP Coaching with Teachers

ERIC Educational Resources Information Center

Currier, Suzanne; Shields, Julie; Chesman, Jodi; Langsam, Fred; Langsam, Jonathan; Strauss, Heather

2012-01-01

Training for special education teachers rarely addresses how to work with students who are in crisis or who are displaying aggression. Often teachers are instructed that disruptive students should be punished or excluded from the classroom. The behavior management style becomes one of authority, power, and control rather than problem solving.…

Entry Skills to Reading Using Classroom Management Strategies: A Position Statement.

ERIC Educational Resources Information Center

Speiss, Madeleine; Olivero, James

The development of an entry skills behavior package designed as lessons to prepare the culturally divergent children of the Southwestern United States for beginning reading instruction in existing school programs is described. The series of 135 discrete lessons teaches auditory discrimination, associative vocabulary, listening comprehension,…

Tools for Getting Along. What Works Clearinghouse Intervention Report

ERIC Educational Resources Information Center

What Works Clearinghouse, 2013

2013-01-01

"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and…

The Relationship of Principal's Leadership Priorities and Teachers' Classroom Management Skills.

ERIC Educational Resources Information Center

Galligan, Betsy J.

Investigating the interaction of a number of complex variables, this study looked at whether the relationship between principal and teacher behavior involved an interaction among salient situational characteristics and principal leadership, as is proposed by the Path-Goal Theory. Specifically, researchers asked whether the relationship between the…

The Best-Laid Plans

ERIC Educational Resources Information Center

Moberg, Lisa

2015-01-01

Despite having a classroom management plan in place when the year begins, teachers will encounter instances when student behavior blows up. The author discusses what to do when a student has a meltdown or in the aftermath of a fistfight when students are pulled out of class to deal with the consequences.

A Contingency Management Program in Urban School Classrooms.

ERIC Educational Resources Information Center

Littky, Dennis; Bosley, Lenora

The project described in this study was implemented in the Ocean Hill-Brownsville Demonstration School District, Brooklyn, to train teachers and paraprofessionals (parents from the community) to work within their present structures, using the principles of behavior analysis as a means for teaching children to read, for controlling behavior…

A Comparison of Self-Monitoring with and without Reinforcement to Improve On-Task Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Dacus, Sharon; Bankhead, Jenna; Haupert, Megan; Fuentes, Lisa; Zoch, Tamara; Kang, Soyeon; Attai, Shanna; Lang, Russell

2014-01-01

In this study we analyzed the effects of a self-monitoring and self-monitoring plus reinforcement intervention on classroom behavior. A typically-developing high school student demonstrating difficulty staying on-task during classroom instruction was observed in three classroom settings associated with high levels of off-task behavior. During…

Friend Influence on Early Adolescent Disruptive Behavior in the Classroom: Teacher Emotional Support Matters

ERIC Educational Resources Information Center

Shin, Huiyoung; Ryan, Allison M.

2017-01-01

This research investigated how the level of disruptive behavior and friend influence on disruptive behavior varies across classrooms in relation to teacher emotional support. Data were collected from 48 fifth- and sixth-grade classrooms (N = 879 students) and included classroom observations at Wave 1 and student reports of their disruptive…

Student Civility in the College Classroom: Exploring Student Use and Effects of Classroom Citizenship Behavior

ERIC Educational Resources Information Center

Myers, Scott A.; Goldman, Zachary W.; Atkinson, Jordan; Ball, Hannah; Carton, Shannon T.; Tindage, Melissa F.; Anderson, Amena O.

2016-01-01

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and self-reports of learning outcomes. Participants were 416 undergraduate students enrolled at a large…

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies.

PubMed

Cohrs, Corey M; Shriver, Mark D; Burke, Raymond V; Allen, Keith D

2016-12-01

We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior-specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher-specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur. © 2016 Society for the Experimental Analysis of Behavior.

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

PubMed

Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

2015-02-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A Group Contingency Plus Self-Management Intervention Targeting At-Risk Secondary Students’ Class-Work and Active Engagement

PubMed Central

Trevino-Maack, Sylvia I.; Kamps, Debra; Wills, Howard

2015-01-01

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement. PMID:26617432

An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

ERIC Educational Resources Information Center

Wubbels, Theo

2011-01-01

Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

Habit and Behavioral Intentions as Predictors of Social Behavior.

PubMed

Landis, Dan; Triandis, Harry C; Adamopoulos, John

1978-12-01

This research assessed the relative impact of habit and behavioral intentions in predicting classroom teacher behavior, using a model proposed by Triandis. Responses from a behavioral differential, as well as two hours of classroom observations, were taken on 77 male and female black and white junior high school teachers. The classroom observation technique (STOIC) obtained the frequencies of emitted behaviors (both verbal and nonverbal), categorized by race and sex of the target child. Results indicated that habit was a more potent predictor of classroom behavior than intentions. However, a post-hoc analysis supported the notion that intentions become important when the habit component can be suppressed.

How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.

PubMed

Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas

2016-04-01

A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

The effects of family, school, and classroom ecologies on changes in children's social competence and emotional and behavioral problems in first grade.

PubMed

Hoglund, Wendy L; Leadbeater, Bonnie J

2004-07-01

This study tested the independent and interactive influences of classroom (concentrations of peer prosocial behaviors and victimization), family (household moves, mothers' education), and school (proportion of students receiving income assistance) ecologies on changes in children's social competence (e.g., interpersonal skills, leadership abilities), emotional problems (e.g., anxious, withdrawn behaviors), and behavioral problems (e.g., disruptiveness, aggressiveness) in first grade. Higher classroom concentrations of prosocial behaviors and victimization predicted increases in social competence, and greater school disadvantage predicted decreases. Multiple household moves and greater school disadvantage predicted increases in behavioral problems. Multiple household moves and low levels of mothers' education predicted increases in emotional problems for children in classrooms with few prosocial behaviors. Greater school disadvantage predicted increases in emotional problems for children in classrooms with low prosocial behaviors and high victimization. Policy implications of these findings are considered. Copyright 2004 APA, all rights reserved

Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.

2012-01-01

Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined…

Professional Vision of Classroom Management and Learning Support in Science Classrooms--Does Professional Vision Differ across General and Content-Specific Classroom Interactions?

ERIC Educational Resources Information Center

Steffensky, Mirjam; Gold, Bernadette; Holdynski, Manfred; Möller, Kornelia

2015-01-01

The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons. Classroom management (including monitoring, managing momentum, and rules and routines) and learning support (including cognitive activation…

Classroom Management: What Does Research Tell Us?

ERIC Educational Resources Information Center

Postholm, May Britt

2013-01-01

The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

The Influence of Cultural Values on Classroom Behaviors of Adult Vietnamese Refugees.

ERIC Educational Resources Information Center

Boss, Roberta S.

A study examined the influence of cultural values on classroom behaviors of adult Vietnamese refugees. More specifically, the study was designed to determine the effect of culturally acquired attitudes and personality traits on the refugees' classroom behaviors, the relationship between these behaviors and the cognitive learning styles favored by…

Enhancing Classroom Management Using the Classroom Check-up Consultation Model with In-Vivo Coaching and Goal Setting Components

ERIC Educational Resources Information Center

Kleinert, Whitney L.; Silva, Meghan R.; Codding, Robin S.; Feinberg, Adam B.; St. James, Paula S.

2017-01-01

Classroom management is essential to promote learning in schools, and as such it is imperative that teachers receive adequate support to maximize their competence implementing effective classroom management strategies. One way to improve teachers' classroom managerial competence is through consultation. The Classroom Check-Up (CCU) is a structured…

The moral development of baccalaureate nursing students: understanding unethical behavior in classroom and clinical settings.

PubMed

Baxter, Pamela E; Boblin, Sheryl L

2007-01-01

Unethical behavior in both classroom and clinical settings is a concern for nurse educators and has the potential to greatly influence the quality of patient care. A review of the literature suggests that students may view unethical clinical behaviors as different from unethical classroom behaviors because they recognize that clinical behaviors may have a direct effect on patient care. An overview of three moral theories, proposed by Kohlberg, Gilligan, and Rest, provides insight into the reasons for unethical behavior. These theories provide the foundation for strategies nurse educators can use to help reduce unethical behavior in both classroom and clinical settings in an attempt to ensure quality patient care.

Praise Research Trends and Future Directions: Characteristics and Teacher Training

ERIC Educational Resources Information Center

Floress, Margaret T.; Beschta, Shelby L.; Meyer, Kari L.; Reinke, Wendy M.

2017-01-01

Teacher praise is an effective classroom management tool. Training teachers to increase their use of praise can improve student disruptive and off-task behavior. The purpose of this article is to examine different characteristics of praise and the training methods used in the literature. Training methods with positive treatment acceptability and…

The Importance of Positive Discipline Approach in Making Students Gain Multimedia Course Content

ERIC Educational Resources Information Center

Özan, Mukadder Boydak

2015-01-01

In this study, the importance of multimedia contents for effective learning, effective classroom management and building behaviors within the framework of positive discipline approach was emphasized. A questionnaire consisting of 24 items, whose validity and reliability were established, was prepared. The questionnaire was administered to 1474…

Coloring Outside the Rules

ERIC Educational Resources Information Center

Cleaver, Samantha

2006-01-01

This article describes how the author finds a tool for behavior management in the special education teacher's classroom. The author had just began teaching a self-contained special education class of five-year-olds with developmental delays when a student hit her. In the moment, she chose to ignore it. However, ignoring him was a mistake--he…

Contrapower Harassment in the Sport Management Classroom

ERIC Educational Resources Information Center

Taylor, Elizabeth A.; Hardin, Robin; Rode, Cheryl R.

2018-01-01

Sexual harassment and incivility in the workplace are the unwanted sexual attention and bullying of employees by their superior. There are times, however, when the roles are reversed and the superior is the target of such behavior. Contrapower harassment refers to subordinate incivility and/or sexual attention directed toward a superior. The focus…

Motivation and Organizational Incentives for High Vitality Teachers: A Qualitative Perspective.

ERIC Educational Resources Information Center

Sederberg, Charles H.; Clark, Shirley M.

1990-01-01

Minnesota teachers of the year (N=18) were interviewed to identify motivation and organizational incentives for exemplary classroom performance. Values and role behaviors of high-vitality teachers differ from those assumed by rational management models calling for incentives such as increased academic preparation, career ladders, and merit pay.…

Demonstration of the Effects of an Increased Praise Ratio on Student On-Task Behavior

ERIC Educational Resources Information Center

White, Rachel L.

2010-01-01

Many authors recommend various praise to reprimand ratios for teachers to use to manage their classrooms (e.g., Flora, 2000; Nafpaktitis, Mayer, & Butterworth, 1985; Wheldall, 2005); however, these recommendations are based on correlational data or secondary findings from studies not directly manipulating the praise to reprimand ratio. The…

Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning

ERIC Educational Resources Information Center

Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell

2016-01-01

Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…

An Academic Approach to Stress Management for College Students in a Conventional Classroom Setting.

ERIC Educational Resources Information Center

Carnahan, Robert E.; And Others

Since the identification of stress and the relationship of individual stress responses to physical and mental health, medical and behavioral professionals have been training individuals in coping strategies. To investigate the possibility of teaching cognitive coping skills to a nonclinical population in an academic setting, 41 college students…

Exploring Linkages among Pre-Service Teachers' Attachment Styles and Professional Dispositions Held by Effective Educators

ERIC Educational Resources Information Center

Mattise, Mary Christina

2014-01-01

The purpose of this study was to explore explanatory values provided by tenets of attachment theory for understanding roles that intra- and interpersonal dimensions of preservice teachers' professional dispositions play in shaping conflict styles employed by individuals in managing student behaviors in socioculturally-diverse classrooms.…

The Relationship Factor: Making or Breaking Successful Transitions for Youth at Risk

ERIC Educational Resources Information Center

Powell, Norman W.; Marshall, Amy

2011-01-01

Whenever educators are asked to identify the major problems they face, behavior management is near the top of the list. Research shows that effective teachers are able to build relationships with students and implement well-developed classroom procedures (Holt, Hargrove, & Harris, 2011, p. 18). Yet schools give scant attention to developing…

From Dark to Clear Thinking: Cognitive Restructuring in the Classroom.

ERIC Educational Resources Information Center

Rudish, Deb; Millice, Nancy

1997-01-01

Describes cognitive restructuring approaches that can be used for students ages 10 to 17 years. Discusses how the approaches are used in a class and in one-to-one sessions, focusing on thinking habits and cognitive therapy in behavior management. Also offers observations of how these lessons affect the lives of students. (RJM)

Addressing Disruptive Behaviors in an after School Program Classroom: The Effects of the Daily Behavior Report Card

ERIC Educational Resources Information Center

McCorvey, Zamecia J.

2013-01-01

There is a need to address behavior discipline problems in special and general education setting classrooms. Disruptive behaviors are a major concern as they create excessive stress and demands for classroom teachers and school administrators to address them. Effective interventions are needed to properly address them. Moreover, classroom…

Pre Business College Freshman Perception of Classroom Behavior: An Analysis among and between Genders

ERIC Educational Resources Information Center

Alexander, Melody W.; Mundrake, George A.; Brown, Betty J.

2009-01-01

The focus of this study was 1) to identify pre business college freshman observed classroom behavior (personal, technical, and collaborative behaviors) in high school versus college, and to compare by gender (male to male; female to female), and 2) to identify pre business college freshman perceptions of classroom behavior in college, and to…

Instructional Immediacy in the Chinese Quantitative Reasoning Classroom

ERIC Educational Resources Information Center

Kelly, Stephanie; Liu, Liping; Denton, Zachary; Lee, Clinton; Croucher, Stephen

2018-01-01

The present investigation examined instructor immediacy behaviors, students' perceptions of those behaviors, and student math anxiety in Chinese classrooms. Consistent with the American college classroom, a simple causal chain was anticipated in which instructor immediacy behaviors positively induced a psychological response to immediacy, which…

Managing Your Classroom for Success

ERIC Educational Resources Information Center

Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

2012-01-01

Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

Classroom Management and Students' Perceptions of Classroom Climate

ERIC Educational Resources Information Center

Ratzburg, Susan A.

2010-01-01

The impact of classroom management and the impact of classroom climate on student academic achievement has been independently documented by scholars. Less is currently know regarding the relationship linking classroom management and climate. Therefore, the purpose of this quasi experimental study was to explore the influence of classroom…

Classroom Behavior of Participants with ADHD Compared with Peers: Influence of Teaching Format and Grade Level

ERIC Educational Resources Information Center

Steiner, Naomi J.; Sheldrick, R. Chris; Frenette, Elizabeth C.; Rene, Kirsten M.; Perrin, Ellen C.

2014-01-01

Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a…

Production and elimination of disruptive classroom behavior by systematically varying teacher's behavior1

PubMed Central

Thomas, Don R.; Becker, Wesley C.; Armstrong, Marianne

1968-01-01

The effects of teacher behaviors on the classroom behaviors of children were investigated by systematically varying approving (praise, smiles, contacts, etc.) and disapproving (verbal reprimands, physical restraint, etc.) classes of teacher behavior. Measures were taken on both teacher and child behaviors. Each day a sample of 10 children was observed. The subject pool was a class of 28 well-behaved children in a middle-primary public school class. The results demonstrated that approving teacher responses served a positive reinforcing function in maintaining appropriate classroom behaviors. Disruptive behaviors increased each time approving teacher behavior was withdrawn. When the teacher's disapproving behaviors were tripled, increases appeared most markedly in the gross motor and noise-making categories of disruptive behavior. The findings emphasize again the important role of the teacher in producing, maintaining, and eliminating disruptive as well as pro-social classroom behavior. PMID:16795158

Perspectives Regarding Classroom Management Style: Differences between Elementary and Secondary Level Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in…

Beliefs Regarding Classroom Management Style: Differences between Novice and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

Beliefs regarding classroom management vary among teachers and play an important role in effective instruction. The primary goal of this study was to investigate the differences between the beliefs of experienced teachers and novice teachers regarding classroom management styles. Within this study, classroom management is defined as a…

Social-Emotional Learning Is Essential to Classroom Management

ERIC Educational Resources Information Center

Jones, Stephanie M.; Bailey, Rebecca; Jacob, Robin

2014-01-01

Research tells us that children's social-emotional development can propel learning. A new program, SECURe, embeds that research into classroom management strategies that improve teaching and learning. Across all classrooms and grade levels, four principles of effective management are constant: Effective classroom management is based in…

A Handbook for Classroom Management that Works

ERIC Educational Resources Information Center

Marzano, Robert J.; Gaddy, Barbara B.; Foseid, Maria C.; Foseid, Mark P.; Marzano, Jana S.

2005-01-01

Use this handbook in self-help, study group, and teacher workshop situations to implement the research-based classroom management practices from the ASCD best-seller "Classroom Management That Works". The authors guide you through the classroom management approaches that support higher student achievement and provide you with hundreds of…

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

ERIC Educational Resources Information Center

Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

2016-01-01

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

Children's Behavioral Regulation and Literacy: the Impact of the First Grade Classroom Environment

PubMed Central

Day, Stephanie; Connor, Carol; McClelland, Megan

2015-01-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both which requires the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. PMID:26407837

Examining Early Adolescents' Peer Climate Using Descriptive and Status Norms on Academic Engagement and Aggressive Behavior in the Classroom

ERIC Educational Resources Information Center

Shin, Huiyoung

2017-01-01

This study is aimed to gain insights into adolescents' classroom peer climate by examining descriptive and status norms of academic and social behaviors. Descriptive norm was assessed as the average score for each behavior and status norm was assessed using the correlation between each behavior and social status within each classroom. Expanded…

Evaluating a cognitive/ecological program for the prevention of aggression among urban children.

PubMed

Huesmann, L R; Maxwell, C D; Eron, L; Dahlberg, L L; Guerra, N G; Tolan, P H; VanAcker, R; Henry, D

1996-01-01

The Metropolitan Area Child Study (MACS) is a multifaceted school- and family-based intervention and evaluation study designed to prevent and understand the development of aggressive behavior. The multifaceted interventions are grounded in combined social-cognitive and ecologic theories. Social-cognitive theories contend that cognitive scripts, attributions, and beliefs acquired early in life mediate the effects of ecological factors that influence the development of antisocial behavior. Prevention programs aimed at these cognitions must address multiple dimensions of the child's environment including family, peer, school, and community. The program has three levels of intervention delivered in two-year segments: (1) Level 1: a general enhancement classroom intervention that stresses culturally sensitive student and teacher interaction involving instructional and classroom management strategies and a social-cognitive curriculum that mitigates aggressive development; (2) Level 2: intensive small-group sessions designed to change children's cognitions and enhance peer relationship skills for at-risk children added to the general classroom enhancement program; and (3) Level 3: a one-year family relationship intervention that stresses parenting skill building and emotional responsiveness in family interactions added to the general enhancement and small-group training conditions. Sixteen Chicago-area schools are randomly assigned (four each) to a control group or one of the three intervention levels. Individual child assessment, peer assessments, classroom behavioral observations, and archival data are collected before the interventions begin, during the interventions, at the end of each intervention, and at a follow-up point. The pretests indicate that the children on average have higher levels of aggression than found nationally and elevated clinical levels of other psychopathologies. Across the four intervention levels there are no significant differences in ethnic composition, socio-economic status (SES), aggressive behavior, and normative beliefs about aggression.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions

ERIC Educational Resources Information Center

Rusk, Robert Brian

2016-01-01

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive…

Protective factors for adolescent violence against authority.

PubMed

Ibabe, Izaskun; Jaureguizar, Joana; Bentler, Peter M

2013-01-01

Both the family and school environments influence adolescents' violence, but there is little research focusing simultaneously on the two contexts. This study analyzed the role of positive family and classroom environments as protective factors for adolescents' violence against authority (parent abuse and teacher abuse) and the relations between antisocial behavior and child-to-parent violence or student-to-teacher violence. The sample comprised 687 Spanish students aged 12-16 years, who responded to the Family Environment Scale (FES) and the Classroom Environment Scale (CES). Structural Equation Modeling was used to test our model of violent behavior towards authority based on Catalano and Hawkins' Social Developmental Model (1996). Perceived family cohesion and organization showed an inverse association with parent abuse, suggesting that a positive family environment was a protective factor for the development of violence against parents. Family and classroom environments had direct effects on adolescents' violence against authority, and antisocial behavior showed a mediating effect in this relationship. The model accounted for 81% of the variance in violence against authority. As family environment was a better predictor of violence against authority than school environment, intervention efforts to reduce rates of adolescent violence should focus on helping parents to increase family cohesion and to manage conflictive relationships with their children.

Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program

ERIC Educational Resources Information Center

Marquez, Brion; Vincent, Claudia; Marquez, Jessie; Pennefather, Jordan; Smolkowski, Keith; Sprague, Jeffrey

2016-01-01

Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as…

Testing the Classroom Citizenship Behaviors Scale: Exploring the Association of Classroom Citizenship Behaviors and Student Traits

ERIC Educational Resources Information Center

Katt, James; Miller, Ann Neville; Brown, Tim

2017-01-01

This study investigated the reliability and validity of Myers and colleagues' Classroom Citizenship Behavior scale, as well as the relationship between student personality traits (extraversion, neuroticism, agreeableness, conscientiousness, openness, and communication apprehension) and CCBs. Two hundred and thirteen students completed…

Tracking Immanent Language Learning Behavior Over Time in Task-Based Classroom Work

ERIC Educational Resources Information Center

Kunitz, Silvia; Marian, Klara Skogmyr

2017-01-01

In this study, the authors explore how classroom tasks that are commonly used in task-based language teaching (TBLT) are achieved as observable aspects of "local educational order" (Hester & Francis, 2000) through observable and immanently social classroom behaviors. They focus specifically on students' language learning behaviors,…

A Preliminary Analysis of a Behavioral Classrooms Needs Assessment

ERIC Educational Resources Information Center

Leaf, Justin B.; Leaf, Ronald; McCray, Cynthia; Lamkins, Carol; Taubman, Mitchell; McEachin, John; Cihon, Joseph H.

2016-01-01

Today many special education classrooms implement procedures based upon the principles of Applied Behavior Analysis (ABA) to establish educationally relevant skills and decrease aberrant behaviors. However, it is difficult for school staff and consultants to evaluate the implementation of various components of ABA and general classroom set up. In…

Classroom-Based Strategies to Incorporate Hypothesis Testing in Functional Behavior Assessments

ERIC Educational Resources Information Center

Lloyd, Blair P.; Weaver, Emily S.; Staubitz, Johanna L.

2017-01-01

When results of descriptive functional behavior assessments are unclear, hypothesis testing can help school teams understand how the classroom environment affects a student's challenging behavior. This article describes two hypothesis testing strategies that can be used in classroom settings: structural analysis and functional analysis. For each…

Teacher Pupil Control Ideology and Behavior as Predictors of Classroom Robustness.

ERIC Educational Resources Information Center

Estep, Linda E.; And Others

1980-01-01

It was hypothesized that confrontations between a strict teacher and misbehaving students would add drama and robustness to the classroom. In 88 secondary classrooms, robustness and teacher's control ideology and behavior were measured. The hypothesis was rejected; humanistic control behavior related to high robustness. A companion elementary…

Advance Organizers in Secondary Special Education Resource Classrooms: Effects on Student Engagement Behaviors

ERIC Educational Resources Information Center

King, Lisa

2013-01-01

Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…

Examining the Associations Among Home-School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students.

PubMed

Brown-Wright, Lynda; Tyler, Kenneth M; Graves, Scott L; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2013-01-01

The current study examined the association among home-school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home-school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home-school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

Examining the Associations Among Home–School Dissonance, Amotivation, and Classroom Disruptive Behavior for Urban High School Students

PubMed Central

Brown-Wright, Lynda; Tyler, Kenneth M.; Graves, Scott L.; Thomas, Deneia; Stevens-Watkins, Danelle; Mulder, Shambra

2015-01-01

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed. PMID:27081213

An Examination of the Construct Validity of the Inventory of Classroom Management Style.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

Confirmatory factor analysis was used to examine the construct validity of a new instrument measuring perceptions toward classroom management: the Inventory of Classroom Management Style (ICMS). Classroom management was defined as a multifaceted process that includes three broad dimensions: (1) what teachers believe about students as persons; (2)…

A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

ERIC Educational Resources Information Center

Baker, Credence; Gentry, James; Larmer, William

2016-01-01

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

Moving towards Raising Consciousness: An Inquiry into How Preservice Teachers Envision Classroom Management

ERIC Educational Resources Information Center

LaLonde, Courtney C.

2017-01-01

Effective classroom management is critical in the creation of learning environments that foster academic success for all students. Preservice teachers must develop an awareness and understanding of all aspects of classroom management and their relation to the two main classroom management approaches: the discipline based approach and the…

Bringing Reality to Classroom Management in Teacher Education

ERIC Educational Resources Information Center

Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne

2015-01-01

Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…

Procedures for Classroom Observations: 1973-1974. Technical Report #19.

ERIC Educational Resources Information Center

Miley, Alan

This report describes classroom observation techniques used to record the behavior of educational specialists (teachers) and students in a kindergarten and a first grade classroom of the Kamehameha Early Education Program (KEEP). Classroom behavior was observed and recorded daily during the 1973-1974 school year. Each student was observed three…

Nutrition Knowledge, Attitudes, and Fruit and Vegetable Intake as Predictors of Head Start Teachers' Classroom Mealtime Behaviors.

PubMed

Halloran, Katherine Marie; Gorman, Kathleen; Fallon, Megan; Tovar, Alison

2018-04-01

To examine the association between nutrition knowledge, attitudes, and fruit/vegetable intake among Head Start teachers and their classroom mealtime behaviors (self-reported and observed). Cross-sectional design using observation and survey. Sixteen Head Start centers across Rhode Island between September, 2014 and May, 2015. Teachers were e-mailed about the study by directors and were recruited during on-site visits. A total of 85 participants enrolled through phone/e-mail (19%) or in person (81%). Independent variables were nutrition knowledge, attitudes, and fruit/vegetable intake. The dependent variable was classroom mealtime behaviors (self-reported and observed). Regression analyses conducted on teacher mealtime behavior were examined separately for observation and self-report, with knowledge, attitudes, and fruit and vegetable intake as independent variables entered into the models, controlling for covariates. Nutrition attitudes were positively associated with teacher self-reported classroom mealtime behavior total score. Neither teacher nutrition knowledge nor fruit/vegetable intake was associated with observed or self-reported classroom mealtime behavior total scores. There was limited support for associations among teacher knowledge, attitudes, and fruit/vegetable intake, and teacher classroom mealtime behavior. Findings showed that teacher mealtime behavior was significantly associated with teacher experience. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

The Nitty-Gritty Classroom and Behavior Management Resource: Strategies, Reproducibles, and Tips for Teachers

ERIC Educational Resources Information Center

Tetteris, Belinda Christine

2006-01-01

This book will help teachers better relate to, understand, and love their job by providing a professional resource that contains innovative ideas, visuals, and reproducibles that can be referenced quickly to help make the job easier. This comprehensive resource offers practical teaching techniques, solutions, and tips on: (1) Planning and…

The Nitty-Gritty Classroom and Behavior Management Resource: Strategies, Reproducibles, and Tips for Teachers

ERIC Educational Resources Information Center

Tetteris, Belinda Christine

2006-01-01

This book will help teachers better relate to, understand, and love their job. This is a professional resource that contains innovative ideas, visuals, and reproducibles that can be referenced quickly to help make the job easier. This comprehensive resource offers practical teaching techniques, solutions, and tips on: (1) Planning and designing…

Positive Psychology and Externalizing Students in a Sea of Negativity

ERIC Educational Resources Information Center

Jenson, William R.; Olympia, Daniel; Farley, Megan; Clark, Elaine

2004-01-01

Students with externalizing disorders make up from three to five percent of the population in public school classrooms and are some of the most difficult students to manage in an educational setting. Behavioral excesses and deficits exhibited by these students are a major factor in poor retention rates for new teachers while the students…

Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature

ERIC Educational Resources Information Center

MacSuga-Gage, Ashley S.; Simonsen, Brandi

2015-01-01

Research indicates that increasing teacher-directed opportunities to respond (TD-OTR) positively impacts student outcomes. Prior reviews of the empirical literature focused on outcomes for students with emotional behavioral disorders or on TD-OTRs as one of many classroom-management practices; however, prior reviews did not examine effects of…

Promoting Positive Interactions in the Classroom: Adapting Parent-Child Interaction Therapy as a Universal Prevention Program

ERIC Educational Resources Information Center

Gershenson, Rachel A.; Lyon, Aaron R.; Budd, Karen S.

2010-01-01

The adaptation of Parent-Child Interaction Therapy (PCIT), an empirically-supported dyadic parent training intervention, to a preschool setting may provide an opportunity to enhance the well-being of both teachers and children by improving the teacher-child relationship and supplying teachers with effective tools for behavior management. The…

Examining Evidence of Reliability, Validity, and Fairness for the "SuccessNavigator"™ Assessment. Research Report. ETS RR-13-12

ERIC Educational Resources Information Center

Markle, Ross; Olivera-Aguilar, Margarita; Jackson, Teresa; Noeth, Richard; Robbins, Steven

2013-01-01

The "SuccessNavigator"™ assessment is an online, 30 minute self-assessment of psychosocial and study skills designed for students entering postsecondary education. In addition to providing feedback in areas such as classroom and study behaviors, commitment to educational goals, management of academic stress, and connection to social…

Discovering Decision Knowledge from Web Log Portfolio for Managing Classroom Processes by Applying Decision Tree and Data Cube Technology.

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Liu, Chen-Chung; Ou, Kuo-Liang; Liu, Baw-Jhiune

2000-01-01

Discusses the use of Web logs to record student behavior that can assist teachers in assessing performance and making curriculum decisions for distance learning students who are using Web-based learning systems. Adopts decision tree and data cube information processing methodologies for developing more effective pedagogical strategies. (LRW)

Teacher's Role: Identifying and Overcoming Sex Bias in Classroom Management. Participant Workbook.

ERIC Educational Resources Information Center

Fair, Martha H.; And Others

This manual was developed for use of participants in 10 workshops that were designed to help teachers to identify and overcome sex and ethnic bias. The workshops provide a framework for consideration of the often subtle ways that bias may be an inherent element in textbooks, instructional materials, and teachers' attitudes and behaviors.…

Student and Teacher Outcomes of the Class-Wide Function-Related Intervention Team Efficacy Trial

ERIC Educational Resources Information Center

Wills, Howard; Kamps, Debra; Fleming, Kandace; Hansen, Blake

2016-01-01

Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary…

Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

ERIC Educational Resources Information Center

Williams, Kate E.

2018-01-01

Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood well-being. Self-regulation refers to managing emotional, cognitive, and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various…

Mindfulness Practice: A Tier 1 Response to Intervention Strategy

ERIC Educational Resources Information Center

Lindsay-Simmons, Stacey A.

2011-01-01

Response to Intervention (RTI) is gaining ground. However, using RTI to assess the needs of students with behavioral problems is in its early stages. Teachers have limited tools at their disposal to use as Tier 1 strategies, such as classroom management strategies, or maybe a social skills curriculum taught once a week for 30 minutes. Research on…

Using Student-Centered Cases in the Classroom: An Action Inquiry Approach to Leadership Development

ERIC Educational Resources Information Center

Foster, Pacey; Carboni, Inga

2009-01-01

This article addresses the concern that business schools are not adequately developing the practical leadership skills that are required in the real world of management. The article begins by discussing the limitations of traditional case methods for teaching behavioral skills. This approach is contrasted with an alternative case method drawn from…

Exploring Strategic Behavior in an Oligopoly Market Using Classroom Clickers

ERIC Educational Resources Information Center

Brouhle, Keith

2011-01-01

This article discusses an innovative technique to teach strategic behavior in oligopoly markets. In the classroom exercise, students play the role of a firm that maximizes its profit given the behavior of other firms in the industry. Using classroom clickers to communicate pricing decisions, students explore first-hand the strategic nature of…

Investigating the Association between Home-School Dissonance and Disruptive Classroom Behaviors for Urban Middle School Students

ERIC Educational Resources Information Center

Tyler, Kenneth M.; Burris, Jennifer L.; Coleman, Sean T.

2018-01-01

Disruptive classroom behaviors are a major schooling dilemma in urban schools. While several contextual and motivational factors have been statistically associated with disruptive classroom behaviors, one overlooked factor has been home-school dissonance. The current study examined the relationship between 260 middle school students' reports of…

School Counselors Connecting the Dots between Disruptive Classroom Behavior and Youth Self-Concept

ERIC Educational Resources Information Center

Bidell, Markus P.; Deacon, Robert E.

2010-01-01

Students exhibiting emotional and behavioral problems in the classroom can significantly impact the learning environment and often are referred to school counselors. The purpose of this study was to evaluate the relationship between high school students' self-concept and disruptive classroom behaviors (DCB). High school students (N = 92)…

Implementation of Positive Behavior Intervention and Supports in Louisiana

ERIC Educational Resources Information Center

Hill, Juanita Mathis

2013-01-01

Many teachers have expressed their concern about continuous classroom disruption. Time taken to correct undesired behaviors is reducing the number of instructional minutes in the classroom on a daily basis. Instead of relying solely on classroom rules, the teacher who wishes to implement Positive Behavior Intervention and Supports should use and…

Sources of Invalidity When Comparing Classroom Behaviors Across Cultures and Nations.

ERIC Educational Resources Information Center

Pfau, Richard H.

Focusing on the use of category systems in classroom observation, this report summarizes factors that may significantly affect the validity of cross-national and cross-cultural comparisons of classroom behaviors. Category systems measure well-defined behaviors by recording events observed at specific intervals or as they begin and end. Areas of…

Space and Consequences: The Impact of Different Formal Learning Spaces on Instructor and Student Behavior

ERIC Educational Resources Information Center

Brooks, D. Christopher

2012-01-01

This article presents the results of a quasi-experimental research project investigating the impact of two different formal learning spaces--a traditional classroom and a technologically enhanced active learning classroom--on instructor behavior, classroom activities, and levels of on-task student behavior at the University of Minnesota. Using…

Solving Discipline Problems: Strategies for Classroom Teachers.

ERIC Educational Resources Information Center

Wolfgang, Charles H.; Glickman, Carl D.

This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…

Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a…

Focus on Elementary: Love, Engagement, Support, and Consistency: A Recipe for Classroom Management

ERIC Educational Resources Information Center

Prior, Jennifer

2014-01-01

Classroom management is perhaps one of the most difficult aspects of an elementary teacher's job. Most focus on discipline when they think about managing a classroom, but much more is involved. Without an effectively managed classroom, teachers face a loss of instructional time, and experience stress and feelings of inadequacy (Sayeski &…

The Acquisition and Development of EFL Pre-Service Teachers' Pedagogical Content Knowledge about Classroom Management

ERIC Educational Resources Information Center

Za'za', Mona Salem Mahmoud

2007-01-01

Classroom management is an important component of effective teaching. Despite its importance, little is known about how pre-service teachers acquire and develop pedagogical content knowledge about classroom management. This study explored the PCK about classroom management of 22 EFL student teachers enrolled in Dhahran Al-Janoub (K.S.A.) Faculty…

Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

ERIC Educational Resources Information Center

O'Neill, Sue C.

2015-01-01

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional…

Rethinking Classroom Management: A New Perspective, a New Horizon

ERIC Educational Resources Information Center

Toprakci, Erdal

2012-01-01

The purpose of this study is to suggest a new perspective and a new horizon by analyzing the concept of classroom management in the literature of traditional classroom management from a scientific and dictionary view. It may be said that there are serious problems regarding the settlement of the meaning of "classroom management" in the educational…

Functional analysis and treatment of problem behavior in early education classrooms.

PubMed

Greer, Brian D; Neidert, Pamela L; Dozier, Claudia L; Payne, Steven W; Zonneveld, Kimberley L M; Harper, Amy M

2013-01-01

We conducted functional analyses (FA) with 4 typically developing preschool children during ongoing classroom activities and evaluated treatments that were based on FA results. Results of each child's FA suggested social-positive reinforcement functions, and differential reinforcement of alternative behavior plus time-out was effective in decreasing problem behavior and increasing appropriate behavior. We discuss the utility of classroom-based FAs and potential compromises to experimental control. © Society for the Experimental Analysis of Behavior.

Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School

PubMed Central

Mikami, Amori Yee; Ruzek, Erik A.; Hafen, Christopher A.; Gregory, Anne; Allen, Joseph P.

2017-01-01

Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement. PMID:28755252

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

Effects of a Universal Positive Classroom Behavior Program on Student Learning

ERIC Educational Resources Information Center

Diperna, James Clyde; Lei, Puiwa; Bellinger, Jillian; Cheng, Weiyi

2016-01-01

The purpose of this study was to examine the impact of a universal program to promote positive classroom behavior on students' approaches to learning and early academic skills. Second grade classrooms (N = 39) were randomly assigned to treatment and business-as-usual control conditions. Teachers in intervention classrooms implemented the Social…

Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

PubMed

Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

2015-10-01

Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

Coping Styles as Mediators of Teachers' Classroom Management Techniques

ERIC Educational Resources Information Center

Lewis, Ramon; Roache, Joel; Romi, Shlomo

2011-01-01

This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…

Managing Inquiry-Based Classrooms

ERIC Educational Resources Information Center

Wolfgang, Christie Nicole

2009-01-01

Though it may seem that classroom management comes naturally to some teachers, upon closer examination you'll probably discover that preparation and adaptation are more important than any innate ability when it comes to successful classroom management. Any experienced middle school science teacher can tell you that successful classroom management…

Classroom Quality at Pre-kindergarten and Kindergarten and Children’s Social Skills and Behavior Problems

PubMed Central

Broekhuizen, Martine L.; Mokrova, Irina L.; Burchinal, Margaret R.; Garrett-Peters, Patricia T.

2016-01-01

Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children’s social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children’s first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives. PMID:26949286

Cross-Cultural Study on the Effect of Space and Teacher Controlling Behavior.

ERIC Educational Resources Information Center

Perry, Gail

The purpose of this study was to determine the effect classroom space had on teacher behavior. It was hypothesized that Head Start teachers in classrooms with inadequate space (less than 30 square feet per child) would exhibit more controlling behavior toward children than would Head Start teachers in classrooms with an adequate amount of space…

The Quiet Classroom Game: A Class-Wide Intervention to Increase Academic Engagement and Reduce Disruptive Behavior

ERIC Educational Resources Information Center

Radley, Keith C.; Dart, Evan H.; O'Handley, Roderick D.

2016-01-01

The current study investigated the effectiveness of the Quiet Classroom Game, an interdependent group contingency using an iPad loaded with a decibel meter app, for increasing academically engaged behavior. Three first-grade classrooms in the southeastern United States, identified as displaying high levels of noise and disruptive behavior, were…

The Effects of a School-Based Functional Analysis on Subsequent Classroom Behavior

ERIC Educational Resources Information Center

Davis, Tonya N.; Durand, Shannon; Fuentes, Lisa; Dacus, Sharon; Blenden, Kara

2014-01-01

In this study we analyzed the effects of conducting a school-based functional analysis on subsequent classroom behavior. Each participant was observed in the classroom during activities that were reported by teachers to result in high levels of challenging behavior. Participants were observed during (a) baseline, prior to the administration of a…

Disc Golf Play: Using Recreation to Improve Disruptive Classroom Behaviors

ERIC Educational Resources Information Center

Powell, Michael Lee; Newgent, Rebecca A.

2008-01-01

This study examined the use of disc golf as a creative, recreational play intervention for improving classroom behaviors in disruptive children. Twenty-two elementary students were randomly selected for either a treatment or control group and rated at pre- and post- by their teachers on the use of nine positive classroom behaviors (e.g., sharing,…

Effects of Weighted Vests on Classroom Behavior for Children with Autism and Cognitive Impairments

ERIC Educational Resources Information Center

Hodgetts, Sandra; Magill-Evans, Joyce; Misiaszek, John

2011-01-01

This randomized controlled single-case study investigated the effects of weighted vests for 10 children with autism in a classroom setting. Blinded observers rated targeted behaviors through video taken during structured table-top activities typically part of the classroom routine. Blinded teachers rated each child's behavior with the Conners'…

Effects of Presession Satiation on Challenging Behavior and Academic Engagement for Children with Autism during Classroom Instruction

ERIC Educational Resources Information Center

Rispoli, Mandy J.; O'Reilly, Mark F.; Sigafoos, Jeff; Lang, Russell; Kang, Soyeon; Lancioni, Giulio; Parker, Richard

2011-01-01

We evaluated the effects of presession satiation on challenging behavior and academic engagement during subsequent classroom activities for three 5-6 year-old children with autism. The percentage of 10-s intervals with challenging behavior and academic engagement during 20-min classroom activity sessions was observed under two conditions. One…

The Effect of Having Classmates with Emotional and Behavioral Disorders and the Protective Nature of Peer Gender

ERIC Educational Resources Information Center

Gottfried, Michael A.; Harven, Aletha

2015-01-01

The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage…

Fostering High-Quality Teaching with an Enriched Curriculum and Professional Development Support: The Head Start REDI Program

PubMed Central

Domitrovich, Celene E.; Gest, Scott D.; Gill, Sukhdeep; Bierman, Karen L.; Welsh, Janet; Jones, Damon

2017-01-01

This randomized controlled trial tested whether teaching quality in Head Start classrooms could be improved with the addition of evidence-based curriculum components targeting emergent language/literacy and social-emotional development and the provision of associated professional development support. Participants were lead and assistant teachers in 44 Head Start classrooms. Teachers received 4 days of workshop training along with weekly in-class support from a mentor teacher. End-of-year observations indicated that, compared to the control group, intervention teachers talked with children more frequently and in more cognitively complex ways, established a more positive classroom climate, and used more preventive behavior management strategies. Results supported the conclusion that enriched curriculum components and professional development support can produce improvements in multiple domains of teaching quality. PMID:29081534

Enhancing early child care quality and learning for toddlers at risk: the responsive early childhood program.

PubMed

Landry, Susan H; Zucker, Tricia A; Taylor, Heather B; Swank, Paul R; Williams, Jeffrey M; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J; Phillips, Beth M; Eisenberg, Nancy; Spinrad, Tracy L; de Villiers, Jill; de Villiers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice

2014-02-01

Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, emotional, behavioral, early literacy, language, and math outcomes as well as the teacher-child relationship. The intervention targeted the use of a set of responsive teacher practices, derived from attachment and sociocultural theories, and a comprehensive curriculum. Sixty-five childcare classrooms serving low-income 2- and 3-year-old children were randomized into 3 conditions: business-as-usual control, Responsive Early Childhood Curriculum (RECC), and RECC plus explicit social-emotional classroom activities (RECC+). Classroom observations showed greater gains for RECC and RECC+ teachers' responsive practices including helping children manage their behavior, establishing a predictable schedule, and use of cognitively stimulating activities (e.g., shared book reading) compared with controls; however, teacher behaviors did not differ for focal areas such as sensitivity and positive discipline supports. Child assessments demonstrated that children in the interventions outperformed controls in areas of social and emotional development, although children's performance in control and intervention groups was similar for cognitive skills (language, literacy, and math). Results support the positive impact of responsive teachers and environments providing appropriate support for toddlers' social and emotional development. Possible explanations for the absence of systematic differences in children's cognitive skills are considered, including implications for practice and future research targeting low-income toddlers.

Targeting Classrooms' Emotional Climate and Preschoolers' Socioemotional Adjustment: Implementation of the Chicago School Readiness Project

PubMed Central

Li-Grining, Christine P.; Raver, C. Cybele; Jones-Lewis, Darlene; Madison-Boyd, Sybil; Lennon, Jaclyn

2015-01-01

Children living in low-income families are more likely to experience less self-regulation, greater behavior problems, and lower academic achievement than higher income children. To help prevent children's later socioemotional and academic difficulties, the Chicago School Readiness Project (CSRP) team implemented a clustered, randomized controlled trial (RCT) in early childhood programs with Head Start funding. Head Start sites were randomly assigned to receive CSRP services, which were offered as part of a multi-component, classroom-based mental health intervention. Here, we provide an overview of the CSRP model, its components, and a descriptive portrait of its implementation. In so doing, we address various aspects of the implementation of three of its components: 1) the training of teachers, 2) MHCs' coaching of teachers, and 3) teachers' behavior management of children. We conclude with a discussion of factors potentially related to the implementation of CSRP and directions for future research. PMID:25321641

The Dance of Elementary School Classroom Management

ERIC Educational Resources Information Center

Powell, Pamela

2014-01-01

At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

ERIC Educational Resources Information Center

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Development of Classroom Management Scale for Science Teachers

ERIC Educational Resources Information Center

Temli-Durmus, Yeliz

2016-01-01

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…

Educator or Bully? Managing the 21st Century Classroom

ERIC Educational Resources Information Center

Pagliaro, Marie

2011-01-01

"Educator or Bully?" offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory.…

Effect of a Classroom-Based Behavioral Intervention Package on the Improvement of Children's Sitting Posture in Japan

ERIC Educational Resources Information Center

Noda, Wataru; Tanaka-Matsumi, Junko

2009-01-01

The present study evaluates the effect of a classroom-based behavioral intervention package to improve Japanese elementary school children's sitting posture in regular classrooms (N = 68). This study uses a multiple-baseline design across two classrooms with a modified repeated reversal within each class. The article defines appropriate sitting…

A Study on the Functions of Western Cultural Non-Verbal Behavior in English Classroom in China

ERIC Educational Resources Information Center

Wei, Yuehong

2013-01-01

In China, English classroom is the main place of English language acquisition. Therefore, how to improve English classroom teaching effectively has become the scholars' concern. This paper reports a study conducted at North China Electric Power University on the functions of western cultural nonverbal behaviors in English classroom in China.…

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

ERIC Educational Resources Information Center

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2012-01-01

Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized…

Japanese Classroom Behavior: A Micro-Analysis of Self-Reports versus Classroom Observations--With Implications for Language Teachers

ERIC Educational Resources Information Center

Bohn, Mariko T.

2004-01-01

This article examines the influence of Japanese cultural values, beliefs, and educational style on Japanese students learning English as a second language in an American classroom. In contrast to the Japanese students' high motivation to learn English, their classroom behavior and roles reflect their own cultural perspectives rather than the…

Classroom attention in children with type 1 diabetes mellitus: the effect of stabilizing serum glucose.

PubMed

Daley, Kelly B; Wodrich, David L; Hasan, Khalid

2006-02-01

To determine whether stabilizing serum glucose, via introduction of an insulin pump, improves classroom attention among children with type-1 diabetes mellitus. Four boys having type-1 diabetes mellitus with unstable serum glucose were observed in their classroom for 10 baseline days. An insulin pump was placed and serum glucose stabilized, and they were then observed again for 10 days. A modified multiple baseline design was used to determine if improved on-task and off-task behavior was associated with better glycemic control. Rating scales and a laboratory measure of attention, measures of secondary interest, were also administered before and after pump introduction, and potential improvement in individuals' scores was evaluated. All boys had apparent improvement in on-task and off-task behavior as observed in their classrooms. Improvements were substantial, averaging 20% in on-task behavior and 34% in off-task behavior. However, no changes were detected on rating scales or laboratory measures. This study offers preliminary evidence that stabilizing serum glucose improves classroom attention, although the effect was detected only by observation of classroom behavior using highly structured techniques. Consequently, use of direct observation techniques may be important in studying the effects of chronic illness on classroom functioning.

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

ERIC Educational Resources Information Center

Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

2011-01-01

This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning.

PubMed

Domínguez, Ximena; Vitiello, Virginia E; Fuccillo, Janna M; Greenfield, Daryl B; Bulotsky-Shearer, Rebecca J

2011-04-01

Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors. Copyright © 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Aggression Norms in the Classroom Social Network: Contexts of Aggressive Behavior and Social Preference in Middle Childhood.

PubMed

Jackson, Daisy R; Cappella, Elise; Neal, Jennifer Watling

2015-12-01

In a cross-sectional sample of African-American 2nd-4th grade students (N = 681), we examine the moderating effects of classroom overt and relational aggression norms on peers' social acceptance of classmates who exhibit overt and relational aggression in urban schools. Extending theory and research on classroom norms, we integrate social network data to adjust aggression norms based on children's direct and indirect connections in the classroom. Results of multilevel models indicate that network-based classroom aggression norms moderated relations between children's aggressive behavior and their social preference. Specifically, children benefited socially when their form of aggressive behavior fit with what was normative in the classroom social context. The moderating effect of classroom aggression norms was stronger for the association between overt aggression and social preference than relational aggression and social preference. Relationally aggressive youth were socially preferred by peers regardless of the classroom norm, although this positive association was magnified in classrooms with higher levels of relational aggression. Future research focused on aggression norms within classroom social networks are discussed and implications for school prevention efforts are considered.

Modeling discourse management compared to other classroom management styles in university physics

NASA Astrophysics Data System (ADS)

Desbien, Dwain Michael

2002-01-01

A classroom management technique called modeling discourse management was developed to enhance the modeling theory of physics. Modeling discourse management is a student-centered management that focuses on the epistemology of science. Modeling discourse is social constructivist in nature and was designed to encourage students to present classroom material to each other. In modeling discourse management, the instructor's primary role is of questioner rather than provider of knowledge. Literature is presented that helps validate the components of modeling discourse. Modeling discourse management was compared to other classroom management styles using multiple measures. Both regular and honors university physics classes were investigated. This style of management was found to enhance student understanding of forces, problem-solving skills, and student views of science compared to traditional classroom management styles for both honors and regular students. Compared to other reformed physics classrooms, modeling discourse classes performed as well or better on student understanding of forces. Outside evaluators viewed modeling discourse classes to be reformed, and it was determined that modeling discourse could be effectively disseminated.

Relations between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

ERIC Educational Resources Information Center

Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

2010-01-01

The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path…

Testosterone reactivity to provocation mediates the effect of early intervention on aggressive behavior.

PubMed

Carré, Justin M; Iselin, Anne-Marie R; Welker, Keith M; Hariri, Ahmad R; Dodge, Kenneth A

2014-05-01

We tested the hypotheses that the Fast Track intervention program for high-risk children would reduce adult aggressive behavior and that this effect would be mediated by decreased testosterone responses to social provocation. Participants were a subsample of males from the full trial sample, who during kindergarten had been randomly assigned to the 10-year Fast Track intervention or to a control group. The Fast Track program attempted to develop children's social competencies through child social-cognitive and emotional-coping skills training, peer-relations coaching, academic tutoring, and classroom management, as well as training for parents to manage their child's behavior. At a mean age of 26 years, participants responded to laboratory provocations. Results indicated that, relative to control participants, men assigned to the intervention demonstrated reduced aggression and testosterone reactivity to social provocations. Moreover, reduced testosterone reactivity mediated the effect of intervention on aggressive behavior, which provides evidence for an enduring biological mechanism underlying the effect of early psychosocial intervention on aggressive behavior in adulthood.

The effect of altering self-descriptive behavior on self-concept and classroom behavior.

PubMed

Lane, J; Muller, D

1977-09-01

This research examined the impact of operant reinforcement of positive self-descriptive behavior on the self-concepts and classroom behavior of 60 fifth-grade students. Three groups of 10 male and 10 female low self-concept students wrote a series of eight essays describing their school performance. The first group (P) received written reinforcement for positive self-descriptions of their school performance. The second group (G) received an equal number of reinforcements for general statements. The third group (C) received no reinforcement for written statements. Three areas of self-concept were measured with the Primary Self-Concept Inventory: personal-self, social-self, and intellectual-self. A frequency count was also made of nine classroom behaviors thought to be influenced by self-concept. The P group displayed increases in the frequency of positive self-descriptive statement and in intellectual self-concept but no changes in personal self-concept, social self-concept, or the nine classroom behaviors. The G and C groups showed no change in self-description, self-concept, or the nine classroom behaviors.

The Effects of a Classroom Management Teacher Training Primary Prevention Program on Fifth-Grade Students.

ERIC Educational Resources Information Center

Moskowitz, Joel M.; And Others

Effective Classroom Management II-Elementary (ECM), an in-service teacher training course, was evaluated. Grade 5 teachers were taught techniques in communication, classroom management, and self-esteem enhancement. The goals were to make classroom environments more responsive to students' affective and cognitive needs, thereby fostering positive…

Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

ERIC Educational Resources Information Center

Romi, Shlomo; Lewis, Ramon; Roache, Joel

2013-01-01

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

ERIC Educational Resources Information Center

Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

2011-01-01

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

Behavioral Instructional & Departmental Strategies for Retention of College Students in Science, Engineering or Technology Programs. How To Become an Even More Effective Teacher or Departmental Administrator.

ERIC Educational Resources Information Center

Brodsky, Stanley M.

This document provides suggestions and strategies for teachers and departmental administrators to improve retention of college students in science, engineering or technology programs. Classroom management strategies include: setting the tone in the first class, demonstrating mastery of the subject, demonstrating enthusiasm for the subject, using…

Evaluation of an Affective Education Program for Teachers: Cumulative Effects on a Cohort of Junior High Students.

ERIC Educational Resources Information Center

Malvin, Janet H.; And Others

In the experimental school, students were exposed over 3 years to teachers trained in Effective Classroom Management (ECM), a program designed to enhance teachers' skills in dealing with the affective needs of students. Students were expected to benefit from this exposure by adopting more positive attitudes, behaviors and norms with regard to…

Transitions: A Classroom Management Concept Related to Effective Teaching. Student Guide. Utah Protocol Materials Project.

ERIC Educational Resources Information Center

Utah State Univ., Logan. Utah Protocol Materials Project.

This student guide is part of a protocol learning module designed to teach the prospective teacher to make smooth transitions from one activity to another, in order to deter disruptive behavior in the course of the transition. The entire module consists of this guide, a protocol film, and testing materials. The student guide contains: (a)…

Management Strategies for Positive Mental Health Outcomes: What Early Childhood Administrators Need to Know

ERIC Educational Resources Information Center

Green, Beth; Everhart, Maria C.; Gordon, Lynwood; Friesen, Barbara

2004-01-01

The focus of this training is on understanding ways to design and implement an overall mental health strategy in your program. The authors are not going to talk about specific intervention strategies, such as how to deal with challenging behavior in the classroom, or how to identify and screen children with possible mental health issues. Instead,…

Interviewing for a Job. The Wisconsin Guide to Local Curriculum Improvement in Industrial Education, K-12.

ERIC Educational Resources Information Center

Ritz, John M.

The intent of this field tested instructional package is to provide the student with an overview of the management element of industry and how it relates to the duties of a shop foreman. Defining behavioral objectives, the course description includes an information section, classroom activities, sample job application forms, and student evaluation…

INTRODUCTION TO THE USE OF THE COPING ANALYSIS SCHEDULE FOR EDUCATIONAL SETTINGS (CASES) AND THE SPAULDING TEACHER ACTIVITY RATING SCHEDULE (STARS).

ERIC Educational Resources Information Center

SPAULDING, ROBERT L.

THIS BOOKLET INTRODUCES TWO MEASUREMENT INSTRUMENTS FOCUSING ON CLASS MANAGEMENT. THE COPING ANALYSIS SCHEDULE FOR EDUCATIONAL SETTINGS PERMITS THE CODIFICATION OF ALL OPERANT BEHAVIOR OBSERVED IN THE CLASSROOM, INTO ONE OF THIRTEEN CATEGORIES. ALL BUT ONE OF THE THIRTEEN CATEGORIES ARE DESIGNED TO CHARACTERIZE THE CHILD'S ECONOMY WITH THE…

Predictive validity of the classroom strategies scale-observer form on statewide testing scores: an initial investigation.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

2013-12-01

The present study examined the validity of a teacher observation measure, the Classroom Strategies Scale--Observer Form (CSS), as a predictor of student performance on statewide tests of mathematics and English language arts. The CSS is a teacher practice observational measure that assesses evidence-based instructional and behavioral management practices in elementary school. A series of two-level hierarchical generalized linear models were fitted to data of a sample of 662 third- through fifth-grade students to assess whether CSS Part 2 Instructional Strategy and Behavioral Management Strategy scale discrepancy scores (i.e., ∑ |recommended frequency--frequency ratings|) predicted statewide mathematics and English language arts proficiency scores when percentage of minority students in schools was controlled. Results indicated that the Instructional Strategy scale discrepancy scores significantly predicted mathematics and English language arts proficiency scores: Relatively larger discrepancies on observer ratings of what teachers did versus what should have been done were associated with lower proficiency scores. Results offer initial evidence of the predictive validity of the CSS Part 2 Instructional Strategy discrepancy scores on student academic outcomes. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Assessment of general education teachers' Tier 1 classroom practices: contemporary science, practice, and policy.

PubMed

Reddy, Linda A; Fabiano, Gregory A; Jimerson, Shane R

2013-12-01

Progress monitoring is a type of formative assessment. Most work on progress monitoring in elementary school settings has been focused on students. However, teachers also can benefit from frequent evaluations. Research addressing teacher progress monitoring is critically important given the recent national focus on teacher evaluation and effectiveness. This special topic section of School Psychology Quarterly is the first to showcase the current research on measuring Tier 1 instructional and behavioral management practices used by prekindergarten and elementary school teachers in general education settings. The three studies included in the special section describe the development and validation efforts of several teacher observational and self-report measures of instruction and/or behavioral management. These studies provide evidence for the utility of such assessments for documenting the use of classroom practices, and these assessment results may be leveraged in innovative coaching models to promote best practice. These articles also offer insight and ideas for the next generation of teacher practice assessment for the field. Finally, the special topic is capped by a commentary synthesizing the current work and offers "big ideas" for future measurement development, policy, and professional development initiatives. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Measuring quality of delivery in a substance use prevention program.

PubMed

Giles, Steven; Jackson-Newsom, Julia; Pankratz, Melinda M; Hansen, William B; Ringwalt, Christopher L; Dusenbury, Linda

2008-11-01

The purpose of this study was to develop and validate an observation measure designed to capture teachers' use of interactive teaching skills within the delivery of the All Stars substance use prevention program. Coders counted the number of times teachers praised and encouraged students, accepted and used students' ideas, asked questions, self-disclosed personal anecdotes, and corrected student misbehavior. These teacher behaviors loaded on three factors: classroom management, acknowledgment, and student-centered methods. Classroom management was negatively related to student engagement. Acknowledgment was negatively related to students' normative beliefs. Student-centered methods were positively related to student idealism and normative beliefs, and marginally predicted decreases in student marijuana use. Editors' Strategic Implications: The authors provide a promising approach to studying pedagogical prevention approaches, and they also link teaching processes to student outcomes. This study of program delivery should be of general interest (i.e., not limited to substance use prevention) to practitioners and researchers.

Positive Behavior Support for a Child with Inattentive Behavior in a Japanese Regular Classroom

ERIC Educational Resources Information Center

Baba, Chiharu; Tanaka-Matsumi, Junko

2011-01-01

Nondisruptive problem behaviors exist to a large extent in group-oriented Japanese regular classrooms. However, many children remain untreated. We implemented an antecedent-based functional behavioral assessment (FBA) and developed a behavioral support program for a first-grade boy who exhibited inattentive behavior in a Japanese regular…

Emotional Reactivity and Regulation in Head Start Children: Links to Ecologically-Valid Behaviors and Internalizing Problems

PubMed Central

Morgan, Judith K.; Izard, Carroll E.; Hyde, Christopher

2013-01-01

Children’s emotional reactivity may interact with their regulatory behaviors to contribute to internalizing problems and social functioning even early in development. Ninety-one preschool children participated in a longitudinal project examining children’s reactivity and regulatory behaviors as predictors of internalizing problems and positive and negative social behavior in the classroom. Children who paired negative emotion expression with disengagement during a laboratory task showed higher levels of internalizing problems and more negative social behavior in the classroom six months later. Positive emotion expression paired with engagement during a laboratory task predicted more positive social behavior in the classroom six months later. Physiological reactivity and regulation also predicted children’s social behavior in the classroom. Findings suggest that preschool children with maladaptive reactivity and regulatory patterns may be at greater risk for internalizing problems even in early childhood. PMID:25067866

The Principal's Role in Helping Teachers Manage Their Classrooms.

ERIC Educational Resources Information Center

Klitgaard, Guy C.

1987-01-01

The principal should lead in instructional improvement and have a good understanding of the principles and practices of classroom management and a good classroom management system. Discusses instructional supervision and assessing teacher performance. (MD)

Classroom-level adversity: Associations with children's internalizing and externalizing behaviors across elementary school.

PubMed

Abry, Tashia; Bryce, Crystal I; Swanson, Jodi; Bradley, Robert H; Fabes, Richard A; Corwyn, Robert F

2017-03-01

Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals' social-behavioral functioning are few. The present study examined concurrent and longitudinal relations between adversity factors facing the collective classroom student group and levels of children's internalizing and externalizing behaviors across the elementary school years, and whether the pattern of relations differed for girls and boys. First-, third-, and fifth-grade teachers reported on the extent to which adversity-related factors (e.g., home/family life, academic readiness, social readiness, English proficiency, tardiness/absenteeism, student mobility, health) presented a challenge in their classrooms (i.e., classroom-level adversity [CLA]). Mothers reported on their child's internalizing and externalizing behavior at each grade. Autoregressive, lagged panel models controlled for prior levels of internalizing and externalizing behavior, mothers' education, family income-to-needs, and class size. For all children at each grade, CLA was concurrently and positively associated with externalizing behavior. For first-grade girls, but not boys, CLA was also concurrently and positively associated with internalizing behavior. Indirect effects suggested CLA influenced later internalizing and externalizing behavior through its influence on maladjustment in a given year. Discussion highlights possible methods of intervention to reduce CLA or the negative consequences associated with being in a higher-adversity classroom. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Effects of Classroom Management Beliefs/Ideologies on Student Academic Success

ERIC Educational Resources Information Center

Brannon, Teneecia Shaa

2010-01-01

This study was undertaken to explore how classroom management is currently being used by teachers in classrooms and to examine if classroom management practices have any effect on student academic success. The study took place in two Fresno County school districts. The study consisted of a 15 minute voluntary survey being sent out to fourth and…

Routines Are the Foundation of Classroom Management

ERIC Educational Resources Information Center

Lester, Robin Rawlings; Allanson, Patricia Bolton; Notar, Charles E.

2017-01-01

Classroom management is the key to learning. Routines are the foundation of classroom management. Students require structure in their lives. Routines provide that in all of their life from the time they awake until the time they go to bed. Routines in a school and in the classroom provide the environment for learning to take place. The paper is…

An Interpersonal Approach to Classroom Management: Strategies for Improving Student Engagement. Classroom Insights from Educational Psychology

ERIC Educational Resources Information Center

Davis, Heather A.; Summers, Jessica J.; Miller, Lauren M.

2012-01-01

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

Collaborative Classroom Management in a Co-Taught Primary School Classroom

ERIC Educational Resources Information Center

Rytivaara, Anna

2012-01-01

The purpose of this study was to examine how teachers manage their classroom in co-taught lessons. The data were collected by observing and interviewing a pair of primary school teachers. The most important influence of collaboration on classroom management seemed to be the emotional support of another adult, and the opportunity to use different…

Functionally-Indicated Choice-Making Interventions to Address Academic and Social Behaviors of Adolescent Students with Emotional/Behavioral Disorders (E/BD) in a Residential Facility

ERIC Educational Resources Information Center

Ramsey, Michelle L.; Jolivette, Kristine; Kennedy, Christina; Fredrick, Laura D.; Williams, Camille D.

2017-01-01

Two functionally-indicated choice-making interventions were implemented by a classroom teacher to determine the effects on the percentage of task completion, accuracy, and classroom disruption for 9 sixth through eighth grade participants with emotional and behavioral disorders in a residential math classroom using a reversal design. Results…

Relations of Classroom Structures and Teacher Behaviors to Social Orientation, Self-Esteem, and Classroom Climate Among Anglo American and Mexican American Children.

ERIC Educational Resources Information Center

Gumbiner, Jann; And Others

Two social trends are affecting the way in which children--particularly those of different ethnic groups--become socialized: children are spending less time with parents and more in day care centers and schools, and desegregation alters normal patterns of peer relationships. Since classroom behavior is affected by antecedent social behaviors, a…

A Method and a Model for Describing Competence and Adjustment: A Preschool Version of the Classroom Behavior Inventory.

ERIC Educational Resources Information Center

Schaefer, Earl S.; Edgerton, Marianna D.

A preschool version of the Classroom Behavior Inventory which provides a method for collecting valid data on a child's classroom behavior from day care and preschool teachers, was developed to complement the earlier form which was developed and validated for elementary school populations. The new version was tested with a pilot group of twenty-two…

Classroom-based functional and adjunctive assessments: proactive approaches to intervention selection for adolescents with attention deficit hyperactivity disorder.

PubMed Central

Ervin, R A; DuPaul, G J; Kern, L; Friman, P C

1998-01-01

The present investigation evaluated the utility of classroom-based functional and adjunctive assessments of problem behaviors for 2 adolescents who met diagnostic criteria for attention deficit hyperactivity disorder (ADHD) and comorbid oppositional defiant disorder (ODD). For children with ADHD-ODD, environmental classroom variables, when systematically manipulated by teachers, were related to the occurrence and nonoccurrence of problem behaviors. Classroom interventions derived from information that was obtained during functional and adjunctive assessments and from subsequent analyses resulted in substantial reductions in problem behaviors. Teacher and student consumer satisfaction ratings indicated that the interventions were effective and feasible in the classroom setting. PMID:9532751

Student Science Teachers' Accounts of a Well-Remembered Event about Classroom Management.

ERIC Educational Resources Information Center

Zuckerman, June Trop

2000-01-01

Discusses how 36 student science teachers described and responded to one of their own classroom management problems. Based on student teachers' written accounts of a well-remembered event about classroom management. (SAH)

Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

ERIC Educational Resources Information Center

Harney, Kristin

2014-01-01

The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

ERIC Educational Resources Information Center

Patish, Yelena

2016-01-01

While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills

PubMed Central

Guo, Ying; Connor, Carol McDonald; Tompkins, Virginia; Morrison, Frederick J.

2011-01-01

This study, using NICHD Study of Early Child Care and Youth Development longitudinal data, investigated the effects of classroom quality and students’ third-grade behavioral engagement on students’ third-grade reading achievement (n = 1,364) and also examined the extent to which students’ third-grade behavioral engagement mediated the association between classroom quality and children's reading skills. SEM results revealed that controlling for family socio economic risk and students’ first-grade reading achievement, classroom quality significantly, and positively predicted children's behavioral engagement, which in turn predicted greater reading achievement. Higher levels of children's behavioral engagement were associated with higher reading achievement. Implications for policy and practice are discussed. PMID:21779272

Teacher and TA Ratings of Preschoolers' Externalizing Behavior: Agreement and Associations with Observed Classroom Behavior

ERIC Educational Resources Information Center

Wolcott, Catherine Sanger; Williford, Amanda P.

2015-01-01

The present study investigated teachers' and teacher aides' (TAs) agreement in their ratings of preschoolers' externalizing behavior and their associations with observed classroom behavior for a sample of children at risk of developing a disruptive behavior disorder. One hundred twenty-two teachers rated 360 students' externalizing behavior in the…

IDEIA and the Means to Change Behavior Should Be Enough: Growing Support for Using Applied Behavior Analysis in the Classroom

ERIC Educational Resources Information Center

Bloh, Christopher; Axelrod, Saul

2008-01-01

With the passage of the Individuals with Disabilities Education Improvement Act, classrooms are now mandated to employ behavioral methods to address target behaviors. These relevant behavioral strategies have long been advanced and disseminated by the field of Applied Behavior Analysis (ABA). Notwithstanding this capability, proponents of the…

So What Do Managers Say about Classroom Management? Qualitative Practitioner Research Exploring Managers' Views on Classroom Management

ERIC Educational Resources Information Center

Lebor, Mervyn

2016-01-01

The context of this article was that, after researching issues of classroom management for a number of years, I was asked by managers at different institutions to speak to their staff about strategies for helping to counteract the problems tutors faced in many classes on a day-to-day basis. The question that emerged was how might managers in the…

Classroom Observation Techniques. IDEA Paper No. 4.

ERIC Educational Resources Information Center

Acheson, Keith A.

Techniques for observing the classroom behavior of teachers and students are examined. These techniques provide a framework for analyzing and understanding classroom interaction, for making decisions about what should be happening, and for changing instructional behavior when it is necessary. The observation methods allow collection, analysis, and…

[Relationships between motivational regulation strategies, motivational factors, and learning behaviors outside the classroom].

PubMed

Umemoto, Takatoyo; Tanaka, Kenshiro

2017-04-01

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings.

The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior

PubMed Central

Thomas, Duane E.; Bierman, Karen L.; Powers, CJ

2011-01-01

Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887

A CIT Investigation of Disruptive Faculty Behaviors: The Students' Perspective

ERIC Educational Resources Information Center

Hoffman, K. Douglas; Lee, Seung Hwan

2015-01-01

Despite the recent focus on disruptive student behaviors in the classroom, little attention has been given to disruptive faculty behaviors. Utilizing theoretical concepts developed in the services-marketing literature, this study empirically explores student perceptions of disruptive faculty behaviors in the classroom. More specifically, this…

Improving Classroom Behavior: The Carrot and the Stick.

ERIC Educational Resources Information Center

Talent, Barbara K.; Busch, Suzanne G.

A set of practical behavior change techniques for improving young children's classroom behavior are briefly discussed. Techniques are classified and discussed under two general categories: those that reduce frequency of behaviors ("sticks") and those that increase their frequency ("carrots"). Included under "sticks" are techniques such as ignoring…

Kindergarten Classroom Quality, Behavioral Engagement, and Reading Achievement

ERIC Educational Resources Information Center

Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Grimm, Kevin J.; Curby, Timothy W.

2009-01-01

This study examined the extent to which kindergarteners' classroom behavioral engagement mediated the relation between global classroom quality and children's reading achievement. A structural equation framework was used to analyze data collected in a primarily low-income rural sample (N = 171). Children's reading achievement was measured in the…

Mystery Motivator: A Tier 1 Classroom Behavioral Intervention

ERIC Educational Resources Information Center

Kowalewicz, Eva A.; Coffee, Gina

2014-01-01

This study is an examination of the effectiveness of the Mystery Motivator--an interdependent group contingency, variable-ratio, classwide intervention--as a tool for reducing disruptive classroom behavior in eight diverse general-education elementary school classrooms across seven different schools. The study was conducted using an ABAB, changing…

Enhancing Teacher Classroom Awareness through a Computerized Supervisory Feedback System.

ERIC Educational Resources Information Center

Didham, Cheryl K.

What teachers do in the classroom affects pupil learning. To shape patterns of interactions proactively, teachers must get useful feedback they can understand. Seeing objective data may encourage teachers to think more seriously about the ways their classroom behavior influences students and about how students' behavior reciprocally influences…

Positive Classroom Environments = Positive Academic Results

ERIC Educational Resources Information Center

Wilson-Fleming, LaTerra; Wilson-Younger, Dylinda

2012-01-01

This article discusses the effects of a positive classroom environment and its impact on student behavior and achievement. It also provides strategies for developing expectations for student achievement and the importance of parental involvement. A positive classroom environment is essential in keeping behavior problems to a minimum. There are a…

The Classroom Infrastructure and the Early Learner: Reducing Aggression during Transition Times

ERIC Educational Resources Information Center

Guardino, Caroline; Fullerton, Elizabeth Kirby

2012-01-01

High levels of aggressive behaviors were observed during the transition times in two selfcontained special education classrooms: a kindergarten and pre-kindergarten. The present case studies examine how modifying the classroom infrastructure impacts students' aggressive behavior. Teachers were assisted on the usage of select modifications (visual…

Classroom Strategies and Behaviors Facilitating Continued Scholastic Growth

ERIC Educational Resources Information Center

Scott-Moore, Charlotte; Mitchell, Ronald

2017-01-01

The researchers conducted a qualitative study involving two rural public school districts in Tennessee. The purpose of this study was to discover classroom strategies and behaviors that enable regular classroom teachers to facilitate continued scholastic growth of fourth and fifth grade students who had experienced notable academic gains in their…

Making Amends: A Restorative Justice Approach to Classroom Behavior

ERIC Educational Resources Information Center

Erb, Cathy Smeltzer; Erb, Peyton

2018-01-01

Enticed by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making…

Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

ERIC Educational Resources Information Center

Sempowicz, Tracey; Hudson, Peter

2011-01-01

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy

ERIC Educational Resources Information Center

Morris-Rothschild, Britta K.; Brassard, Marla R.

2006-01-01

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…

Exploring the Complexity of Classroom Management: 8 Components of Managing a Highly Productive, Safe, and Respectful Urban Environment

ERIC Educational Resources Information Center

Jones, Karrie A.; Jones, Jennifer L.; Vermette, Paul J.

2013-01-01

Creating a learning environment where all students can thrive academically requires an understanding of the complexities of classroom management. The notions of "discipline," "conformity" and "obedience" that have littered discussions of classroom management in the past are no longer sufficient to describe the diverse…

Establishing Teacher Competencies in Early Care and Education: A Review of Current Models and Options for California. Building California's Preschool for All Workforce. A Series of Policy Briefs

ERIC Educational Resources Information Center

Bellm, Dan

2005-01-01

This policy brief provides guidelines grouped into five areas: personal and professional behavior; classroom environment; health, safety and nutrition; working with families and communities; and administration and management. The document discusses the topics that teacher competencies generally cover, options for how they might be developed and…

Hip-Hop High School: A Study of the Attitudes, Beliefs and Perceptions of Suburban High School Faculty towards Representation of the Hip-Hop Culture

ERIC Educational Resources Information Center

Rowland, Ronald K.

2011-01-01

Research historically has demonstrated that a generational disconnect between the popular cultures from which students and teachers define normative behavior can impact classroom management and student learning. The purpose of this study was to examine attitudes, beliefs and perceptions of high school faculty toward the hip-hop culture and its…

Reduction in children's symptoms of attention deficit hyperactivity disorder and oppositional defiant disorder during individual tutoring as compared with classroom instruction.

PubMed

Strayhorn, Joseph M; Bickel, Donna D

2002-08-01

Children who display symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in classrooms are reputed to display fewer symptoms in one-on-one interaction. We tested this hypothesis with children who received tutoring for reading and behavior problems. We selected 30 children whose teacher-rated ADHD symptoms fit a pattern consistent with DSM criteria for the diagnosis. Teachers rated the frequency of symptoms in classrooms before and after tutoring. Tutors rated the frequency of the same behaviors during individual tutoring sessions. Children's ADHD symptoms, as well as oppositional symptoms, were significantly lower in the tutoring sessions than in the classrooms. The effect sizes for the difference between behavior in classrooms and in individual tutoring ranged from 0.7 to 2.5 standard deviations. These effect sizes appear as large as those reported for the effect of stimulant medication on ADHD symptoms. All 30 children at preintervention fit the pattern for ADHD using teachers' ratings of classroom behavior; 87% of them did not meet those DSM criteria using tutors' ratings of behavior in individual sessions. The confound of different raters for the two different settings must be resolved by another study with a new design.

How Confident Are Kindergarten Teachers in Their Ability to Keep Order in the Classroom? A Study of Teacher Efficacy in Classroom Management

ERIC Educational Resources Information Center

Cobbold, Cosmas; Boateng, Philip

2016-01-01

The objective of the study was to investigate kindergarten teachers' efficacy beliefs in classroom management. The sample size was 299 teachers drawn from both public and private kindergarten schools in the Kumasi Metropolis of Ghana. The efficacy beliefs of the teachers with respect to their classroom management practices were measured on a…

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

ERIC Educational Resources Information Center

Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

2016-01-01

The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…