Classroom management

HANDBOOK OF CLASSROOM MANAGEMENT Research, Practice, and Contemporary Issues This page intentionally left blank HANDBOOK OF CLASSROOM MANAGEMENT Research, Practice, and Contemporary Issues Edited by Carolyn M Evertson Vanderbilt University Carol S Weinstein Rutgers, The State University of New Jersey R Routledge Taylor & Francis C roup NEW YORK AND LONDON This book was typeset in 10/12 pt Times Roman, Italic, Bold, and Bold Italic The heads were typeset in Helvetica, Helvetica Italic, Helvetica Bold, Helvetica Bold Italic First published by Lawrence Erlbaum Associates 10 Industrial Avenue Malwah, New Jersey, 07430 This edition published 2011 by Routledge Routledge Taylor & Francis Group 711 Third Avenue New York, NY 10017 Routledge Taylor & Francis Group Park Square, Milton Park Abingdon, Oxon OX14 4RN Copyright c 2006 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher Library of Congress Cataloging-in-Publication Data Handbook of classroom management : research, practice, and contemporary issues / edited by Carolyn M Evertson, Carol S Weinstein p cm Includes bibliographical references and index ISBN 0-8058-4753-7 (casebound : alk paper)—ISBN 0-8058-4754-5 (pbk : alk paper) Classroom management—Handbooks, manuals, etc I Evertson, Carolyn M., 1935– II Weinstein, Carol Simon LB3013.H336 2006 371.120 4—dc22 2005030877 Contents I: INTRODUCTION Classroom Management as a Field of Inquiry Carolyn M Evertson and Carol S Weinstein History of Research on Classroom Management 17 Jere Brophy II: ALTERNATIVE PARADIGMS FOR THE STUDY OF CLASSROOM MANAGEMENT Jere Brophy Behavioral Approaches to Classroom Management 47 Timothy J Landrum and James M Kauffman Process-Outcome Approaches to Classroom Management and Effective Teaching 73 Maribeth Gettinger and Kristy M Kohler Ecological Approaches to Classroom Management 97 Walter Doyle Classroom Management and Classroom Discourse 127 Greta Morine-Dershimer Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management Ellen Brantlinger and Scot Danforth Student and Teacher Perspectives on Classroom Management Anita Woolfolk Hoy and Carol S Weinstein 157 181 III: RECENT AND EMERGENT PERSPECTIVES ON CLASSROOM MANAGEMENT Mary McCaslin Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice Mary McCaslin, Amanda Rabidue Bozack, Lisa Napoleon, Angela Thomas, Veronica Vasquez, Virginia Wayman, and Jizhi Zhang 223 v vi CONTENTS 10 Building and Sustaining Caring Communities 11 12 Marilyn Watson and Victor Battistich Design-Based, Participation-Centered Approaches to Classroom Management Daniel T Hickey and Nancy Jo Schafer From Compliance to Responsibility: Social and Emotional Learning and Classroom Management Maurice J Elias and Yoni Schwab 253 281 309 13 Connections Between Classroom Management and Culturally Responsive Teaching Geneva Gay 343 IV: CLASSROOM MANAGEMENT IN SPECIFIC CONTEXTS Anita Woolfolk Hoy 14 Classroom Management in Early Childhood and Elementary Classrooms 15 16 Kathy Carter and Walter Doyle Classroom Management in Middle and High School Classrooms Edmund T Emmer and Mary Claire Gerwels Classroom Management in Special Education Classrooms and Resource Rooms Kathleen Lane, Katherine Falk, and Joseph Wehby 17 Classroom Management in Inclusive Settings 373 407 439 461 Leslie C Soodak and Mary Rose McCarthy 18 Classroom Management in Urban Classrooms 491 H Richard Milner V: MANAGING THE INSTRUCTIONAL FORMATS OF CONTEMPORARY CLASSROOMS James M Cooper 19 Managing Groupwork in the Heterogeneous Classroom 20 21 Rachel A Lotan Classroom Management and Technology Cheryl Mason Bolick and James M Cooper Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction Lesley Mandel Morrow, D Ray Reutzel and Heather Casey 525 541 559 22 Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators John R Mergendoller, Thom Markham, Jason Ravitz, and John Larmer 583 VI: RESEARCH AND THEORY WITH IMPLICATIONS FOR CLASSROOM MANAGEMENT Thomas L Good 23 A Social Motivation Perspective for Classroom Management Kathryn R Wentzel 619 CONTENTS 24 Extrinsic Rewards and Inner Motivation 25 26 Johnmarshall Reeve Why Research on Parental Involvement Is Important to Classroom Management Joan M T Walker and Kathleen V Hoover-Dempsey Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice Robert C Pianta 27 Classroom Management for Moral and Social Development vii 645 665 685 711 Larry Nucci VII: PROGRAMS FOR CLASSROOM MANAGEMENT AND DISCIPLINE Edmund T Emmer 28 Research-Based Programs for Preventing and Solving Discipline Problems 735 H Jerome Freiberg and Judith M Lapointe 29 Helping Individual Students with Problem Behavior 787 Sheri L Robinson and Sarah M Ricord Griesemer 30 Conflict Resolution, Peer Mediation, and Peacemaking 803 David Johnson and Roger Johnson 31 Schoolwide Positive Behavior Support: Building Systems to Develop and 32 Maintain Appropriate Social Behavior Timothy J Lewis, Lori L Newcomer, Robert Trussell, and Mary Richter Bullying: Theory, Research, and Interventions Irwin Hyman, Bryony Kay, Alexander Tabori, Meredith Weber, Matthew Mahon, and Ian Cohen 833 855 VIII: TEACHING AND LEARNING ABOUT CLASSROOM MANAGEMENT Carolyn M Evertson 33 How Do Teachers Learn to be Effective Classroom Managers? 887 Vern Jones 34 The Place of Classroom Management and Standards in Teacher Education 909 Laura Stough 35 Classroom Management and Teacher Stress and Burnout 925 Isaac A Friedman 36 Teacher Research and Classroom Management: What Questions 37 IX: Do Teachers Ask? Kim Fries and Marilyn Cochran-Smith The Convergence of Reflective Practice and Effective Classroom Management Barbara Larrivee 945 983 POLICY, LAW, ETHICS, AND EQUITY Irwin Hyman 38 Classroom Management, Discipline, and the Law: Clarifying Confusions About Students’ Rights and Teachers’ Authority David Schimmel 1005 viii CONTENTS 39 Schoolwide Discipline Policies: An Analysis of Discipline Codes of Conduct Pamela Fenning and Hank Bohanon 40 Classroom Management as a Moral Activity 1021 1041 Catherine Fallona and Virginia Richardson 41 Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness Russell J Skiba and M Karega Rausch X: INTERNATIONAL PERSPECTIVES ON CLASSROOM MANAGEMENT Theo Wubbles 42 Contexts and Attributions for Difficult Behavior in English Classrooms 43 1063 Andy Miller Classroom Management in Multicultural Classes in An Immigrant Country: The Case of Israel Miriam Ben-Peretz, Billie Eilam, and Estie Yankelevich 44 Group Phenomena and Classroom Management in Sweden 1093 1121 1141 Kjell Granstrăom 45 An Interpersonal Perspective on Classroom Management in Secondary 46 47 Classrooms in the Netherlands Theo Wubbels, Mieke Brekelmans, Perry den Brok, and Jan van Tartwijk Classroom Discipline in Australia Ramon Lewis Classroom Management in Postwar Japan: The Life Guidance Approach Kanae Nishioka About the Authors Author Index Subject Index 1161 1193 1215 1239 1251 1303 HANDBOOK OF CLASSROOM MANAGEMENT Research, Practice, and Contemporary Issues 1332 SUBJECT INDEX Preadolescents, 701 Precision request programs, 799 Precorrection plan, 442, 840–841, 1031 Predictability, 441, 1163 Presage variables, 74, 77 Preschoolers, 562, 563 Preschools, 379, 471, 716 Presentations, 606 Preservice students boundaries of inquiry–practice in research, 949 classroom management assessment, 887–889 as moral activity, 1058–1059 expectations and burnout, 930 interpersonal relations across teaching the career, 1175 preparations in school law, 1016–1017 process-outcome description and methodology, 76 reflective practice, 995 Preventative Approach to Disruption, 1099 Preventing Mental Disorders in School-Aged Children, 777 Prevention behavioral approaches, 62–63 bullying, 858 disruptive behavior, 790–791 evidence-based strategies as alternatives to disciplinary removal, 1078–1080 interventions in middle/high school classrooms, 428 relational unit as focus of intervention/evaluation, 688 resiliency-based for solving/preventing discipline problems, 760 schoolwide discipline codes of conduct, 1030–1031 schoolwide positive behavior support, 837–842 Primary prevention, 1078, see also Prevention Print-rich environment, 561, 563, 564 Prior knowledge, 231, 288 Private communication, see Communication Private talk, 135, 146–147, see also Talk Proactive bullying aggression, 857 Proactive discipline codes, 1029–1030 Proactive thinking, 989–990 Probability of response, 1071 Problem-based learning, 585 Problem-Based Medical Curriculum, 603–604 Problem behavior helping individual students applications, 800 defining, 788–789 disruptive behavior and long-term outcomes, 789–790 functional behavioral assessment, 791–795 multilevel integrated prevention and intervention model, 791 other interventions, 795–799 prevention and early intervention, 790–791 schoolwide secondary behavior support, 842–843 Problem-centered techniques, 1132 Problem diaries, see Diaries Problem ownership, 35, 203–204 Problem solving acting-out behavior, 442 building a classroom community, 1225 conflict resolution, violence prevention, peacemaking, 824 methods for teaching classroom management to preservice/beginning teachers, 897 project-based learning, 584, 591 reflective practice, 988 searched teacher research studies, 955 serious behavior problems of adolescents, 414 social and engaging moral/social development, 720, 723–724 social curriculum of classroom management, 397–398 social–emotional learning, 316, 317, 322, 325 prevent/correct misbehavior, 332–333 student self-regulation, 670 teamwork in school settings, 1152 Problem-solving conference, 605 Problem statement, 585, see also Driving Question Problem structure, 591–592 Problems in School (PS) questionnaire, 199–200, see also Questionnaires Procedural complexity, 380, 384 Procedural thinking, 673 Procedures conditions for year-long productivity in middle/high schools, 419 order achievement, 107–108, 380–383 project-based learning, 599–600 social–emotional skills, 328, 337 vignettes of middle school teachers, 426 Process-outcome studies classroom management variables, 79–82 comprehensive models of effective classrooms, 89–90 criticisms, 77–79 description and methodology, 75–77 directions of future research, 90–91 history of research classroom management, 29–30 teaching, 74–75 instructional variables, 82–88 summary and application of research findings, 88–89 Process variables, 74 Product creation, 601–606 Product variables, 74 Productive argumentation, 135–136 Productive Conflict Resolution Program (PCRP), 768–769 Productivity, 418–419 Professional language, 1146, 1148–1149, see also Language Professional qualifications, 1145–1149 Profiles, 1175, 1180, see also Internal profiles Program common stimuli, 59 Program descriptions, 312–314 Program of action, 116–117, 378, 385 SUBJECT INDEX Programs, research-based, see Discipline problems, research-based programs for preventing/solving Progress monitoring, 82 Progressivist school reform, 1122–1123 Project ACHIEVE, 763–764 Project-Based Engineering Design, 592 Project-based learning (PBL) defining, 585–588 development, 584–585 guided inquiry and product creation, 601–606 needed research, 608–609 pervasive project management, 588–590 plan the project, 590–597 project conclusion, 606–608 project launch, 598–601 Project-Based Science, 589 Project space, 595 Promoting Alternative Thinking Strategies (PATHS) classroom practices and child–teacher relationships, 702 research-based programs for solving/preventing discipline problems, 767 social–emotional learning, 313, 314–315, 316 Promoting Argumentation in Teaching of History and Science, 292 Props, organization of classroom life, 100, 101 Prosocial behavior, 315–318 Prosocial conduction, 713 Prosocial interactions, 697 Prosocial interventions, 1034, see also Interventions Prosocial orientation, 268 Prosocial responses, 1027 Prosocial responsibility, 629 Provocations, 1147 Provocative classroom interactions, 352–353 Provocative victims, 864 Proximal-level framework, 297, 298, 302 Proximal-level indicators, 302, 303 Proximal process, 688 Proximity coping with disruptive students and interventions, 429, 430 improving relationships between teacher–student, 1186 interpersonal relations across the teaching career, 1173–1175 relational problems of beginning teachers, 1176 teacher interpersonal behavior affective outcomes, 1181, 1182 cognitive outcomes, 1181 model, 1165, 1166 PS, see Problems in School questionnaire Psychiatric services, 862–863 Psychological effects, 867–868, see also Bullying Psychological factors, 691–695 Psychological needs, 650–651 Psychological-oriented studies, 131 Psychological perspective, 676 Psychological principles, 19 1333 Psychosocial development, 410–411 Psychoticism, 865 PTSD, see Posttraumatic Stress Disorder Public communication, see Communication Public expectations, 933, see also Expectations Public humiliation, 186 Public Law-94-142, 1024 Public reprimands, 208, see also Reprimands Publicness, 99 Puerto Ricans, 361, see also Latinos Punishing insight, 160–161 Punishments, see also Rewards/punishments acceptability of interventions and teacher beliefs, 201 behavioral approaches, 64–66 classroom management at the turn of the 20th century, 20 coping with disruptive students, 429 misbehavior and behavioral operations, 51 school regulations/practice and enforcing discipline, 1128 student perceptions, 186 student socialization and disciplinary interventions, 34 Punitive behavior, 23 Pupil Control Ideology (PCI), 193–194, 204, 1131–1132 Pupils, see Students Purposefulness, 82, 83 Pushout phenomenon, 1067 PW, see Peace Works Q QATE, 102 QTI, see Questionnaire on Teacher Interaction Qualitative data, 143 Qualitative studies, 1094, 1095–1096 Quantitative studies, 1094 Queer theory, 161 Question exploration routine, 468 Questionnaire on Teacher Interaction (QTI) affective outcomes and teacher interpersonal behavior, 1183 improving relationships between teacher–student, 1187 Interpersonal Teacher Behavior, 1167, 1168 affective outcomes, 1183 maintaining appropriate behavior throughout the year, 421 teachers’ and students’ perceptions of learning environments, 1184 Questionnaires attributions/context and causes of difficult pupil behavior, 1112–1113 Likert-like and classroom management in multicultural classrooms, 1130 research-based programs for solving/preventing discipline problems, 739, 745, 746–753 1334 SUBJECT INDEX Questions, see also Teacher research movement maintaining order, 386 searched teacher research studies, 964–974 process-outcome research, 84, 85 R Race, 350, 696, 864–865, 1074 Racial discrimination, 351–352 Racial disproportionality, 347–350 Racial identities, 352 Racial Justice Report Card, 351 Racism, 162–163, 191, 1076 Raeli School, 1128 Random assignment, 534 Rating scales, 792, 1167 RC, see Responsive Classroom RCCP, see Resolving Conflict Creatively Program REACH Institute, 468–469 Reactionary approaches, 1026, 1027, 1028 Readiness skills, 322 Reading, 75, 110, 363, 574 Reality, 931, 933, 1015–1017, 1227 Reality shock perspective, 1175 Reality/value appraisal, 34 Reality therapy, 35–36 Reasonable actions, 1015 Reasonable discipline, see Discipline, fear of using reasonable and school law Reasonable suspicion, 1008–1009 Rebellion, 495 Recess, 862, 863 Recidivism, 1077 Reciprocal causality, 428 Reciprocal determinism, 209 Reciprocal effects, 673 Reciprocal teaching methods, 290 Reciprocal trust, 353, see also Trust Reciprocity, 713, 722 Recitation, 101, 102, 108, 387 Recitation script, 263 Recognition, 1209, 1210 Recollective reflection, 989 Recommendations, 660 Recovery phase, 445 Referent power impact of disciplinary strategies on students’ attitudes/responsibility, 1207, 1210 teachers’ disciplinary strategies, 1208, 1209, 1210, 1211 preferred, 1197–1198 teachers’ perceptions of teachers’ disciplinary behavior, 1203 Referrals, office defining problem behavior, 788, 789 disciplinary disproportionality, 1075 disciplinary removal, 1069 frequency of use of suspension/expulsion, 1066 prevention-oriented activities and codes of conduct, 1030–1031 pupil classification into special classes and difficult behavior, 1108 schoolwide discipline policies, 1036 schoolwide positive behavior support, 845 Reflecting feelings, 35 Reflection, 607–608 Reflection dimensions, 989–990 Reflection-for-action, 989 Reflection-in-action, 989 Reflection-on-action, 989 Reflective and Critical Internship Program, 897 Reflective inquiry, 988–989 Reflective mindset, 990 Reflective practice creating an enabling culture, 994–998 defining, 985–992 developing, 985 importance in managing today’s classroom, 984 path to cultivating is marked with dissonance, 992–994 Reflectivity, 137–138 Reflexive inquiry, 988–989 Reflexive loops, 988 Reformation, 22 Reformers, 517–518 Reforms, 481–482, 933 Regression analysis, 1070, 1074 Regression coefficients, 1180–1181 Regulations, 1126–1128 Reinforcement acting-out behavior, 441 behavioral approaches, 48–50, 64–65 coercive behaviors link to antisocial behavior, 835 coping with disruptive behavior, 430 disabled students in inclusive settings, 470 group contingency programs, 796 history of research of classroom management, 25–26 home-based and difficult pupil behavior, 1109 negative and defining problem behavior, 789 reducing likelihood of disruptive behavior, 792 schoolwide positive behavior support, 836–838, 840 nonclassroom settings, 846 self-regulated learning, 225, 244 social–emotional skill instruction, 321 whole-class approach in applied behavioral analysis, 1098 Reinforcer, 26, 48 Rejection, 623 Rejection students, 622 Relatedness, 651 Relational bullying, 857, see also Bullying Relational negativity, 688–689 Relational problems, 1176–1177 Relational unit of analysis, 688–689, 700 Relational view, 260–261 Relationship-based discipline, 188 Relationship–listening, 194, 195 Relationship questions, 1229 SUBJECT INDEX Relationships, 206, 290–291 Release time, 1036 Reliability criticisms of process-outcome research, 78 disciplinary strategies on students’ attitudes/responsibility, 1205 Dutch Questionnaire on Teacher Interaction, 1168 Interpersonal Teacher Behavior, 1167 process-outcome description and methodology, 76 teachers’ perceptions of teachers’ disciplinary behavior, 1200 Religion and conscience, 1009–1011 Religious leaders, 810 Remorse, 866, see also Bullying Repetition, 1047 Replacement behaviors, 838 Reporting, bullying, 859, 871–872 Repositioning, 990–991 Representational models, 690–691 Repressive profile, 1169, 1170, 1172, 1175, 1177 Repressive style, 421, 422 Reprimands behavioral operations, 52–53 defining problem behavior, 789 order, 114, 391 public and disciplinary interventions, 189, 190 vignettes of middle school teachers, 424 Reputation information, 18–19 Research classroom management Israel, 1130–1135 Japan, 1218–1219 moral activity, 1059 critical discourse analysis, 143–152 disabled students in inclusive settings, 477–479 history of research of classroom management, 18–19 project-based learning, 608–609 technology, 542–546 –theory based programs, 810 Research-to-practice gap, 58–61 Researchers, 516–517 Residential location, 348 Residential settings, 448 Resilience, 396–397 Resiliency-based programs, 760, 764–766 Resolving Conflict Creatively Program (RCCP), 812 Resourcefulness, 233 Resources, 535, 595–596, 601, 656, 680 Respect explicit moral curriculum, 1052, 1053 minimal/noncoersive discipline strategies 264 perceptions of Ethopian Jews versus native-born Israelis, 1134, 1135 students’ views of teachers’ classroom reality, 936–937 teachers’ expectations and burnout, 931, 932 Responding in Peaceful and Positive Ways (RIPP), 769 Response cards, 85 Response cost punishment, 51–52 1335 Responsibility core characteristics of community approaches, 266 creating/maintaining order, 386 impact of classroom discipline on students’, 1203–1027 self-regulated learning, 228 social–emotional learning, 334–335 student perceptions on disciplinary interventions, 188 teaching and status/directions of ecological research, 118 Responsible behavior, 318 Responsible teaching, 1055 Responsive Classroom (RC), 727, 758, 762 Restricting questions, 1229 Retaliation, 855, 856, 870, see also Bullying Retention, 698 Reversal designs, 54 Review, periodic, 85 Reward power, 1197–1198, 1203, 1207, 1208, 1210 Rewards/punishments applied behavioral analysis, 1097 behavioral approaches, 66–67 Child Development Project, 265, 266 classroom management at turn of the 20th century, 20 teacher beliefs, 199 cognitive evaluation theory, 652, 653–654 coping with disruptive behavior, 430 group contingency programs, 796 management of special education/resource classrooms, 448 self-regulated learning, 232 social development, 714 social–emotional skills, 330 social implications of adolescent development, 410 social interdependence, 806 student perceptions on disciplinary interventions, 191 teacher responses to misbehavior, 720, 721 Rightest economic agenda, 165–166 Rights, 804, see also Students rights Rigidity, 185–186 RIPP, see Responding in Peaceful and Positive Ways Ripple effect, 28, 29, 114, 1205 Risky behavior, 292–293, 316, 413–414 Rivera v East Otero, 1010 Rogerian therapy, 35 Role definition, 199, 804 Role models, 409, see also Peer Role repudiation, 411 Roles, 530, 859, see also Bullying Rough Rock English–Navajo Language Arts Program (RRENLP), 359 Routine factors, 19 Routine learning situations, 86–87 Routine tasks, 534 Routines conditions for year-long productivity in middle/high schools, 419 order achievement, 108 1336 SUBJECT INDEX Routines (Cont.) process-outcome research, 81 sociological framework for managing groupwork, 526 vignettes of middle school teachers, 426, 427 Routinization, 108 RRENLP, see Rough Rock English–Navajo Language Arts Program Rule of the reversed sixth part, 1143 Rule of two-thirds, 1143 Rules classroom discourse, 133–134 classroom management beliefs on style, 195 early childhood and elementary school, 717–718 history, 128, 129 instruction, 31 Japan, 1219 middle decades of the 20th century, 22 student perceptions, 186 classrooms and changes over time, 1128 conditions for year-long productivity in middle/high schools, 419 –consequence, 194, 195, 198 convergences/divergences in student–teacher beliefs, 208 core characteristics of community approaches, 265 defining problem behavior, 788 disabled students in inclusive settings, 471 disciplinary disproportionality, 1076 domain-concordant teacher responses to misbehavior, 719 implicit moral curriculum, 1047 management skills for preservice/beginning teachers, 893 needs of adolescents in school, 412–413 order achievement, 107–108, 117, 378, 380–383 organization of classroom life, 102 process-outcome research, 80 project-based learning, 599–600 resistance in early adolescence, 725–726 resistance/compliance by students, 183 school regulations/practice and enforcing discipline, 1127 schoolwide positive behavior support, 838, 841, 842 nonclassroom settings, 846 self-regulated learning, 226 social–emotional skills, 325, 328 social implications of adolescent development, 409 sociological framework for managing groupwork, 526 teaching and purposes of school discipline, 1064 urban classrooms, 497 vignettes of middle school teachers, 425, 426, 427 Rules of appropriateness, 101 Rules, Ignore, Praise approach, 1099 Rural classrooms, 493, see also Urban classrooms Rural students, 349, see also Students Rural teachers, 1131, see also Teachers Russian Jews, 1126, 1134 S Safe, Disciplined, and Drug-Free Schools Expert Panel, 776 Safe environment, 631–632 Safe School Study, 1022 Safe schools, 919 Safety addressing in textbooks, 912 conceptual model of child–teacher relationships, 695 creating/maintaining order, 379–380 discipline policies for future studies, 1035 nonclassroom schoolwide positive behavior support, 840 purposes of school discipline, 1064 zero tolerance and suspension/expulsion policies, 1067 Saito, Kihaku, 1228 Saluting the flag, 1010 SAMHSA, see Substance Abuse and Mental Health Services Administration Sanctions, 114, 199 Santa Barbara Classroom Discourse Group Studies, 143, 145, 148–151 SARS, see School Archival Record Search SAS, see Student Alienation Syndrome SASB, see Special Areas Studies Board SATS–R, see Student Alienation and Trauma Survey–Revised Say Yes to Education program, 506 SBL, see Scenario-based learning Scaffold learning, 603–606, see also Learning Scaffolding disabled students in inclusive settings, 464, 467, 468 parent and teacher influence on student self-regulation, 677 participation-centered approach, 292 process-outcome research, 85 self-regulated learning, 245 teacher-provided elements of classroom structure, 648 teacher’s role in helping parents support student home learning, 679 Scandinavian countries, 159 Scenario-based learning (SBL), 998 Scene coordinates, 100, 101 Scheduling, 702 School adjustment and education goals, 636 alienation–school bonding, 1067 as community, 253 attachment and adolescent belonging, 411 behavior problems, 736–737 boundaries of inquiry–practice in teacher research, 949 caring about and perceptions of classroom management, 184–185 climate audience in bullying scenarios, 869 SUBJECT INDEX conceptual model of child–teacher relationships, 696–697 discipline policies for future studies, 1035 emotion role in construction of moral understanding, 713 identification and applied behavioral analysis, 1097 outcomes of disciplinary removal, 1072 prevention strategies to improve, 1083 common conditions as impediment to community, 273 creating home–school community, 680–681 events and classroom management, 1216 extrinsic rewards, 646–647 goals and nature of social systems, 804 law, 1015–1017 nature of conflict and discipline problems, 808 performance, 686 project-based learning, 609 pupil treatment and socially critical perspective, 198 size and rural versus urban, 493 social–emotional learning, 314–318 solving/preventing discipline problems, 755–756, 771, 772 teacher use of technology for noninstructional activities, 547 teaching students to constructively resolve conflicts, 814–815 translating critiques into meaningful/just classrooms, 169–170 type and bullying, 862 urban classrooms, 517–518 School Archival Record Search (SARS), 451 School discipline, see Discipline School Echoing in the Mountains, 1220–1222 School-effects research, 74 School-level approaches, 700–702 School-level elements, 750–751 School-wide behavior management, 63–64 School Wide Information System (SWIS), 443 Schoolwide discipline policies conducting literature review, 1022 development of a discipline team, 1031–1032 discipline codes of conduct classroom management, 1030–1031 data to evaluate, 1032–1033 historical context and development, 1022–1024 positive behavior support models in design of proactive, 1029–1030 early 1990s to present, 1024 evidence-based procedures in policy, 1033–1037 suspension and expulsion, 1026–1029 zero tolerance policies, 1024–1026 Schoolwide management programs, 962–963 Schoolwide Positive Behavior Support (SWP) efficacy research, 845–849 factors that contribute to the problem, 834–835 full continuum, 837 1337 promising solution, 835–836 research-based programs for solving/preventing discipline problems, 764 secondary systems, 842–843 tertiary of individual systems, 843–844 underlying themes, 837 universal systems of positive prevention, 837–842 what is, 836–837 Schoolwork, 183 Schoolyard, 862, see also Bullying Science, 464, 468 Scientific argumentation, 301 Scree test, 1113 Scripted lessons, see Lessons SDM, see Social Decision Making & Problem Solving Program SDM/SPS, see Social Decision Making/Social Problem Solving curriculum Search and seizure, 1007–1009 Seating arrangements, 31, 565 Seattle Social Development Program, see Skills, Opportunities, and Recognition Seatwork individual work, 1154 order, 99, 100, 108, 110, 388–389 organization of classroom life, 101, 102–103 process-outcome paradigm, 75, 77 Second Step (SS), 767 program, 961, 962 Secondary grades, 37, 38 Secondary prevention, 1079, see also Prevention Secondary school teachers, 193, 1197, 1199 Secondary schools applied behavioral analysis, 1098 bullying audience, 868–869 incidence studies, 858 disciplinary strategies, 1204, 1205, 1206, 1208–1209 elementary school comparison, 1216 multiple perspectives on teaching, 1161–1162 new teacher’s education, 888 rules and order achievement, 107, 108 selected teacher research studies, 971–972 teachers’ perceptions of teachers’ disciplinary behavior, 1200, 1201 Secondary systems, 842–843 Secure attachment, 692, see also Attachment Segmenting rules, 101, see also Rules Segments, classroom life, 385 Segregated settings, 462, 463 Segregation, critical theory perspective, 162 Seikatsu Shido, see Life guidance Seikatsu tzuzurikata, 1220 SEL, see Social and emotional learning Selected teacher research, 952, 953–954 Selection, 410 procedures, 738–745 Self-appraisals, 237 Self-attitudes, 569 1338 SUBJECT INDEX Self-awareness, 223, 245, 312 Self-concepts, 633 Self-contained settings, 451–452 Self-control achievement and classroom management, 310, 311 perspective of developing child, 376 self-regulated learning, 225, 227, 233, 246 student socialization and disciplinary interventions, 34 Self-controlled internalization, 236 Self-correction, 226 Self-directed behaviors, 470–471 Self-directed instruction, 470 Self-directed practices, 464 Self-directed strategies, 472–473, 475–476 Self-discipline, 310, 330, 1229 Self-efficacy, 235, 311, 409, 863, 928, 933, see also Efficacy Self-esteem, 376–377, 862 Self-evaluation, 226, 236, 331, 699 Self-fulfilling prophecies, 630 Self-identity, 415, see also Identity Self-image, 937 Self-instruction, 226 Self-judgment, 235, 237 Self-learning, 593, 956, 958, see also Learning Self-management disabled students in inclusive settings, 475 interventions applied behavior analysis, 58 coping with disruptive behavior, 431 problem behavior, 794, 795–796, 797–798 project-based learning, 600 social–emotional skill, 321 status/directions of ecological research, 118 student and classroom management, 1216, 1219 Self-modeling videotapes, 55 Self-monitoring, see also Monitoring coping with disruptive behavior, 431 disabled students in inclusive settings, 475 self-regulated learning, 226, 233, 235, 237 social–emotional skills instruction, 321 prevent/correct misbehavior, 333 Self-pacing, 104 Self-perception, 412, 1184 Self-Perception Profile for Children (SPCC), 865 Self-processes, 621 Self-reaction, 235, 237 Self-realization, 236 Self-recording studies, 1098 Self-reflection psychosocial development, 410 reflective practice, 987–989, 996 self-regulated learning, 227, 236 Self-regulated learning (SRL) concepts in the 1980s, 223–224 current theories cognitive approaches, 227–229 information processing systems, 230–232 neoconstructivism, 237–239 operant approaches, 225–227 social cognition theory, 235–237 volition, 232–234 Vygotskian and Neo-Vygotskian sociocultural theories, 239–242 student and contributions of teachers and parents, 666 theory-based implications for classroom practices, 242–245 value judgment, 246–248 Self-regulation applied behavioral analysis, 1098 classroom discourse, 134, 153 comparison of parent and teacher influence, 675–677 emotions, 311, 312 extrinsic rewards, 650 history of research of classroom management, 27 parents’ involvement in student development, 668–671 self-regulated learning, 225 social curriculum, 396–397 social–emotional skills, 329 prevent/correct misbehavior, 333 social interdependence, 806–807 teachers’ involvement in student development, 671–675 Self-reinforcement, 225–226, 245, see also Reinforcement Self-restraint, 408, 409, 426 Self-sanctions, 409 Self-selected reading, 575 Self-talk, 236, 396–397, 991 SEN Code of Practice, 1108 Sensory reinforcement, 792, see also Reinforcement Separation, immigrants, 1124 Sequencing preferences, 360 Service learning, 335, see also Learning Service-like events, 103, 388 SES, see Socioeconomic status Sexual harassment, 163 Share Circles, 327, 328 Shared experiences, 266 Shared morality, 1042, see also Morality Shared understanding, 1148 Sharing Successful Programs, 779 Sharing time, 386–388 Shootings, 160 Short-term memory (STM), 231, 232 Shudan shiko, 1228 SIE, see Social/instructional environment Signal continuity, 28 Signal systems, 105–106, 108, 109, 118, 422–423 Signals, 80 Silent work, 1154 Simultaneity, 98 Single-case designs, 53, see also Reversal designs Single variable, 53, 54 Situated meaning, 137, 138 Skillbuilders, 529–530 SUBJECT INDEX Skills, Opportunities and Recognition (SOAR), 314, 315, 316, 317, 764 Skillstreaming the Adolescent (STA), 770 Slot out, 103 Small-group instruction, 567–568 Small-group learning, 233–234, 608 Small groups, see Groups SMART, 230 SMART Team, 766 Smoothness, events, 109 SOAR, see Skills, Opportunities, and Recognition Social and emotional learning (SEL) building caring relationships, 323–327 emotional competence, 311 program descriptions, 312–314 sample lesson plan, 337–338 school benefits and program outcomes, 314–318 self-control and self-discipline, 310 setting firm and fair boundaries, 327–334 sharing responsibility with students, 334–335 skills and competencies, 336–337 student-centered goal, 309–310 teaching skills, 319–323 Social attention, 793 Social barriers, 169 Social behavior, 53, 569–571 Social borders, 184 Social class, 158, 348, 716, 1073, see also Critical theory perspective Social cognitive domain theory, 711–712 Social cognitive theory self-regulated learning, 235–237, 243, 247 social implications of adolescent development, 408, 409 Social competence, 462, 669, 670, 701, see Competence Social construct, 100 Social context, 135, 259–260, 290–291, see also Context Social conventions, 712, 714, 722, 723, 725 Social cues, 409 Social curriculum, 118, 394–399, see also Curriculum Social Decision Making & Problem Solving Program (SDM), 766 Social Decision Making/Social Problem Solving (SDM/SPS) curriculum building caring relationships, 326 instruction, 321 learning, 316, 317 prevention/correction misbehavior, 333, 334 setting firm/fair boundaries, 332 Social development early childhood/elementary school, 716–724 rules promotion and creating/maintaining order, 381 general issues, 714–716 middle/high school, 725–727 setting firm/fair boundaries and social–emotional skills, 329 Social disequilibrium, 135 Social effects, 866–868, see also Bullying 1339 Social efficacy, 621, see also Efficacy Social exclusion, 866 Social expectations, 626, see also Expectations Social identities, 141, 142, see also Identity Social implications, 408–410 Social/instructional environment (SIE), 241 Social interactional context, 141, see also Context Social interactions, 107, 345, 377, 712–713 Social interdependence, 806–808 theory, 805 Social interpreters, 863 Social isolation, 856, 863 Social issues, 714–715 Social knowledge, 714, see also Knowledge Social learning, 27, 65, see also Learning theory, 408, 409, 714 Social loafing theory, 600 Social mobility, 273–274 Social modeling, 236 Social motivation, see also Motivation goals for education, 621–627 social competence, 619–621 supporting adaptive goal pursuit at school, 627–635 Social norms, 377, 1043 Social order, 171 Social organization, 712–713, 931 Social outcomes, 462, see also Outcomes Social–psychological approach, 927, 939, see also Burnout Social practice, 993–994 Social problem solving, 313–314, 322–323, see also Problem solving Social reality, 987 Social reciprocity, 170, see also Reciprocity Social responsibility, 408, 629, 1043, see also Responsibility Social self-efficacy, 674, see also Efficacy; Selfefficacy Social skills acting-out behavior, 441 bully, 863 classroom discourse, 134, 135, 153 managing disruptive behavior, 791 order, 393–394 training, 397–398 Social skills training, 397–398 Social skills, 153, 393–394, 441, 791 Social status, 389 Social structure, 134, 136 Social support, 694, 828 Social systems, 686, 804–805 Social talk, 427, see also Talk Social withdrawal, 794 Social world, 713 Socialization building/sustaining caring communities, 255 classroom management, 1218 convergences/divergences in student–teacher beliefs, 209 history of research, 23 1340 SUBJECT INDEX Socialization (Cont.) student, 33–36 teacher beliefs, 198–199 nature of social systems, 804 outcomes, culture, 668 process and classroom discipline, 1122 self-regulated learning, 234 Socializer role, 692 Socially critical orientation, 195–198, 1201–1202 Societal benefits, conflict resolution, 813–814, 815 Societal participation, 247–248 Societal values, 202–203 Society knowledge, 712, see also Knowledge Socio-constructivist views, 284 Sociocultural differences, 387 Sociocultural discourse, 294–295 Sociocultural norms, 502 Sociocultural perspective, 131, 136–139, 148, 154 Sociocultural theory, 243, 248, 572, 576 Sociocultural views, 283–293 Socioeconomic status (SES), 350, 493, 1072–1073, 1074 Socioemotional well-being, 536–537 Sociolinguistic perspective classroom discourse, 132–134, 143, 153 Understanding Teaching and Learning project, 144, 146–148 Sociological approaches, 127 Sociological framework, 526–528 Sociometric status, 623 Sociomoral development, 257, 258, 262, 263 Sociomoral learning atmosphere, 1052 Sociopolitical consciousness, 356 Soft imperatives, 114 Source, self-regulated learning cognitive theory, 228 information processing systems, 231 neoconstructivism theory, 238 operant theory, 225 social cognitive theory, 235 volition theory, 233 Vygotskian/Neo-Vygotskian sociocultural theory, 240 South Dakota school system, 1023 Space, 33, 379, 1143–1144, 1178 Space problems, 545 Spatial organization, 106 SPCC, see Self-Perception Profile for Children Speaker Power, 326–327, 328 Special activities, 1218, 1230 Special Areas Studies Board (SASB), 915 Special education acting-out behavior, 440–445 critical theory perspective, 158, 161 functional behavioral assessment, 450–453, 792 perceived control at school and disciplinary interventions, 188 research-based programs for solving/preventing discipline problems, 762 school performance relation to teacher–child relationships, 698 shaping behavior, 445–450 who teaches classroom management courses, 911 Special populations, 762 Specialty area, 918 standards, 915–916 Speech, 133, 141, 239, 241, 243 Spiral curriculum, 821 Spreadsheets, 546–547 SQ4R strategy, 231 Squelch form, 114 SRL, see Self-regulated learning SS, see Second Step STA, see Skillstreaming the Adolescent Stability, 1106 Staff reactions, reported bullying, 872 Stage exhibition, 606 Stage-setting activities, 418–419 Stance and dance, 993 Stand-alone courses, 911 Standards classroom management content, 913–921 licensing examinations and teaching to new teachers, 898–899 project-based learning, 593–594 self-determined and social implications of adolescent development, 409 self-regulated learning, 230 STARS, see Students, Teachers and Relationship Support State legislatures, 1065 State licensing boards, 918–919 Status, 158, 624 Steering criterion group, 82 Steps to Respect, 875, 876, 877 Stereotypes, 193, 208 Stimulus, 49 control, 225 STM, see Short-term memory Stop & Think Skills Program, 764 Storied activities, 382, 383 Story, 386, 575 Strategy Constructiveness Scale, 822–823 Stress adolescent belonging, 412 nonviolence advocacy programs for conflict resolution, 813 students views of teachers’ classroom reality, 937 teacher and misbehavior, 1195 teacher emotion, 417 vignettes of middle school teachers, 427 work-related and burnout, 925 Stress Signature, 333 Stressor, 871 Strictness, 185–186, 208 Strip searches, 1008–1009 SUBJECT INDEX Structural aspects, 696 Structural complementary interchange, 1164 Structure, 647–648, 657, 670 Structured classrooms, 380 Structured interviews, 451 Student Alienation and Trauma Survey–Revised (SATS–R), 868 Student Alienation Syndrome (SAS), 868 Student-centered school events, 679 Student-focused approaches, 672 Student-level elements, 752–754 Student rights, 1022–1023, 1127, 1128 Student talk, 387, see also Talk Student teachers, 910 Student volunteer networks, 1232 Students of color convergences/divergences in student–teacher beliefs, 209 culturally responsive teaching, 346, 350, 360, 361 disproportionate discipline, 1074–1075 nondiscriminatory application and disciplinary removal, 1073 student perceptions on disciplinary interventions, 190–191 teacher perceptions of provocative classroom interactions/discipline, 352 urban classrooms, 493, 499 Students adaptive goals in school environment, 630 American bullying prevention programs, 875 attributions/context and difficult behavior, 1112–1113, 1114 behavior and early decades of the 20th century, 21 characteristics and teachers’ custodial orientation, 193 cognitive outcomes and teacher interpersonal behavior, 1181 conflict of interests and link to discipline problems, 808 council in Japan, 1218 creating/maintaining order in classrooms, 389 critical theory perspective, 160 does community work, 269–270 goals, 623–626 interactional space and dynamics, 1143–1144 level of development, 715 needs and beginning teachers, 890 order, 100, 110, 111, 112 perceptions of classroom management, 182–191 performance and teacher practices, 75–77 preferred disciplinary strategies, 1195–1196 project-based learning, 607 Questionnaire on Teacher Interaction, 1169 role/nature of social systems, 804 schoolwide positive behavior support, 847–848 social–emotional skills, 325–326 1341 studies of difficult behavior by focus, academic discipline, methodology, 1094–1096 teacher burnout, 937, 940 disruptive behavior in multicultural classrooms, 1132 interaction for classroom order, 117 perceptions of learning environments, 1183–1187 stress, 937 urban classrooms, 497, 513–514 views of teachers’ classroom reality, 934–937 Students, Teachers and Relationship Support (STARS), 703 Style, teacher, 1046, 1047 Subcultures, 1134 Subject lessons, 1230 Subject matter, 104, 898 Subjective discipline, 348 Substance Abuse and Mental Health Services Administration (SAMHSA), 778 Subtractive schooling, 185 Suburban students, 349, see also Students Summative assessment, 606–607 Summative-level framework, 296 Supervised studies, 102–103, see also Seatwork Supervision, 889, 896–897 Support barriers for teachers in urban classrooms, 494–495 comparison of parent/teacher influence on student self-regulation, 676 school-level approaches to child–teacher relationships, 701 self-regulated learning cognitive theory, 228 information processing systems, 231, 232 neoconstructivism theory, 238 social cognitive theory, 237 volition theory, 233–234 Vygotskian/Neo-Vygotskian sociocultural theory, 240–241 teachers’ expectations and burnout, 931, 932 Supportive skills, 443 Supportive teaching, 934 Surface reflection, 986 Surveillance, 810 Survey of Displayed Literacy Stimuli, 564 Survival phase, 544 Suspension/expulsion, see also Zero tolerance, –suspension/expulsion constitutional confusion over due process, 1011 culturally responsive teaching, 348, 349 evidence-based procedures as alternatives, 1034 frequency of use, 1066–1067 implementation of alternatives, 1080–1081 rates and disproportionate discipline, 350–351 schoolwide discipline policies, 845, 1024, 1026–1029 socioeconomic status link, 1074 urban classrooms, 494 1342 SUBJECT INDEX Sweden, group phenomena and classroom management classroom dynamics, 1142–1145 professional qualifications for handling, 1145–1149 teachers’ choice of instructional organization, 1149–1155 SWIS, see Schoolwide Information System Switch-signals, 104 SWP, see School-Wide Positive Behavior Support Symbolic violence, 158–159, see also Violence Symmetrical interchanges, 1163 Syndromal classification, 792 Synomorphy, 33, 106 Systematic approach, 1122 Systematic/institutional barriers, 493, 494–495, 496 T t tests, 1200 Takeuchi, Tsunekazu, 1226 Talent Development Model (TDM), 357 Talk, 245, 971–972 Talk around, 355 Talking out of turn, 788 Talk-in-interaction, 134 Talk-story, 363 Tangible rewards, 654, see also Rewards/punishments Task analysis, 243 Task assistance, 34 Task context, 138, see also Context Task-contingent rewards, 654 Task diversity, 629 Task-focused goals, see Goals Task interpretation, 149 Task management, 383–385 Task transitions, 80 Tasks peer expectations for others in school environment, 630 project-based learning, 602–603 self-regulated learning, 232, 233 TDM, see Talent Development Model TEAC, see Teacher Education Accreditation Council Teacher Child Interaction Therapy, 703 Teacher education classroom management Israel, 1135–1136 urban classrooms, 515–516 preparation programs, 910–912 standards and management content, 913–921 textbooks, 912–913 Teacher Education Accreditation Council (TEAC), 915 Teacher education programs (TEP), 888, 890–891 Teacher educators, 895, 898 Teacher Effectiveness Training (TET), 35 Teacher Efficacy Scale (TES), 205 Teacher-effects research, 74, see also Process-outcome studies Teacher-evaluation intervention, 58, see also Intervention Teacher-focused approaches, 672 Teacher in-service, 755–756 Teacher-led activities, 102 Teacher Liability Protection Act (TLPA), 1012–1015 Teacher preparation programs, 910–912 Teacher research movement bilingual classroom, 969–971 boundaries of inquiry/practice, 947–951 decreasing misbehavior, 954–956 as a means to an end, 956–960 examples, 965–966 gender and power in primary class, 968–969 gender, talk, and community in secondary classroom, 971–972 implementation of a management program, 960–962 inside-out, outside-in, 946–947 management, curriculum, and content, 963–965 reviewed literature, 951–954 schoolwide management program implementation, 962–963 selected teacher research, 973–974 teaching as managing dilemmas, 966–968 Teacher researchers, 952 Teacher–student beliefs and convergences/divergences, 206, 207–209 interaction classroom climate, 414 classroom discourse, 128, 129 classroom order and basic ecological model, 117 goals for students, 622 schoolwide positive behavior support, 841, 842 relations building learning groups, 1230–1231 social–emotional skills, 324–325 student self-regulation, 244–245, 671–675 perceptions of learning environments, 1183–1187 Teachers abandoning teamwork in school settings, 1152 acting-out behavior, 440–445 as targets and dynamics in classrooms, 1142 authority in managing groupwork, 528–536 behavioral approaches, 66 behavioral expectations and social systems, 804 behavioral operations, 48–49 building/sustaining caring communities, 254 bullying, 857, 869, 871–872 burnout, 929–930, 937–940 causes of difficult pupil behavior, 1110–1112, 1113, 1114, 1115 classroom management, 309 –academic work balance, 111 adapting/elaborating basic principles, 37 at the turn of the 20th century, 19, 20 control in middle/high school, 726 core characteristics of community approaches, 259 discourse style and student perceptions, 185–187 effectiveness and student perceptions, 187 hierarchy and custodial orientation, 193 history of research, 19, 23, 30 knowledge and beliefs, 204–207 SUBJECT INDEX moral activity, 1058–1059 multicultural classrooms, 1131, 1132 orientations, 193–201 perceived value of different strategies, 201–202 reasons and attributions for student misbehavior, 202–204 secondary and perspectives, 415–417 social curriculum, 395 urban classrooms, 513 virtues as models for students, 22 classroom practices and changes over time, 1129 cognitive evaluation theory, 652–653 conceptual model of child–teacher relationships, 692–693 conflict of interests’ link to discipline problems, 808 critical discourse analysis, 141–142 critical theory perspective, 163 culturally diverse and meaningful/just classrooms, 167 culturally responsive teaching, 345 disabled students in inclusive settings, 464–469, 471–474, 478, 480 does community work, 270–271 domain-concordant responses to misbehavior, 718–719 evaluation rights and groupwork, 535 fairness of actions as cause of difficult pupil behavior, 1113, 1114, 1115 functional behavioral assessment, 795 goals for students, 88, 626 helping parents support student learning at home, 679–680 identification of exemplary, 573 interventions for problem behavior, 796 inservice education, 899–902 liability protection act and fear of using reasonable discipline, 1012–1014 mediation role and teaching students peacemaking, 821 moral role, 1045 new and problems in classrooms, 1179–1180 NIE model of causes/effects of inadequate learning, 129 order achievement, 100, 109, 112–116, 378, 385–393 pedagogical strategy for building equitable classrooms, 525–526 perceptions of other teachers’ disciplinary behavior, 1199–1203 positive relationships and access to academic resources, 631 preferred disciplinary strategies, 1196–1198 preparation in school law, 1015–1017 preservice education administrators’ and educational writers’ concerns/beliefs, 889–892 content, 892–895 methods, 895–899 student’s assessment, 887–889 process-product research findings, 88 project-based learning, 603, 604 1343 provided elements of classroom structure, 648 proximity and nonclassroom schoolwide positive behavior support, 841 relational problems, 1176–1177 relational view of community, 260 research-based programs, 745 safe/responsive school environment, 631–632 schoolwide discipline policies, 1036 self-regulated learning, 237 social development, 715 social–emotional learning, 334–335 stress and misbehavior in classrooms, 1195 student goals, 622–623 supporting adaptive goals in school environment, 628–630 types of action to facilitate learning, 281 underemphasis on academic achievement and dangers of community, 272 urban classrooms, 491–493, 497, 503–504, 505–508 use of extrinsic rewards, 646 whole-class lessons, 1150 willingness to listen and needs of adolescents in school, 413 Teachers of color, 509 Teachers-in-training, 415, 417 Teachers’ Sense of Efficacy Scale (TSES), 205 Teachership, 1146–1147 Teaching as managing dilemmas, 966–968 behavior skills, 838 careers, 1170, 1173–1175 creating/maintaining order, 381 grid, 1030 handling dynamics, 1146 management function and moral discourse, 1043 methods, 88 moral activity, 1045 classroom management as, 1056–1058 multiple perspectives, 1161–1162 practice, 152–153, 415 research and theory on effective/exemplary, 571–576 social–emotional learning skills, 319–323 style, 678 teaching classroom management courses, 911–912 Teaching Students to Be Peacemakers (TSP), 769, 810–811, 821 Team approach, 843–844 Teams, 701 Teamwork, 1152–1153 Technical reflection, see Surface reflection Technical skills, 995 Technology effective use and project-based learning, 608–609 recommendations, 556–557 research, 542–546 teacher use for noninstructional purposes, 546–547 teacher and student use for instructional activities, 548–555 Telecollaboration, 554, 555 1344 SUBJECT INDEX Temperament, 861, 864 Temporary overlapping boundaries, 1104, 1105, 1106 Ten-step approach, 35–36 TEP, see Teacher education programs Tertiary prevention, 1079, see also Prevention Tertiary support systems, 843–844 TES, see Teacher Efficacy Scale Test of Teaching Knowledge (TTK), 920 Test scores, 494, 623 Testing, 715 TET, see Teacher Effectiveness Training TEX-IN3 Observation System, 571 Textbooks, 167–168, 565, 912–913 Texts, 139 Textual scaffolds, 604, 605, see also Scaffolding Themes across disciplinary programs, 771–772 Theoretical perspectives bullying, 860–861 conflict resolution, violence prevention, and peacemaking, 815–818 Theoretical sensitivity, 1101, 1102 Theory of Communicative Action, 1055 Theory of constructive controversy, 825–829 Theory of mind, 863 Therapeutic suprasystem, 1104 Think Aloud program, 27 Think sheets, 604 Think Time Strategy (TTS), 431, 762, 763 Third grade, 30–31, 115, see also Elementary schools Thought, 271 Threat management, 810 Threats, 186, 926 3R’s, 232 Three-factor model, 1115 Three-stage proposal, 1227 Time and community building, 272 Time management, 76, 1229 Timelines, 600 Timetable, 1216, 1217 Timing, 113 Tinker v Des Moines, 1006 TLPA, see Teacher Liability Protection Act Toi, Yoshio, 1228 Token reinforcement program, 51, see also Reinforcement Tolerance, 788, 1133 Tolerant profile, 1169, 1170, 1171, 1175 Tolerant/authoritative profile, 1169, 1170, 1175 Tools, literacy-related, 562–564 Topic-chaining, 355 Topics, choosing, 608 Toshiba Laptop Learning Challenge, 552, see also Computers; Technology Totalitarianism, 1227 TOTE mnemonic, 230, 238 Traditional perspective, 195–198 Traditional styles, 1201, 1202 Traffic flow, 380 Train and hope, 59 Train sufficient exemplars, 59, 60 Trained experts, 548 Training handling dynamics, 1148–1149 nonviolence advocacy programs for conflict resolution, 812–813 parents and managing disruptive behavior, 790 PATHS skills, 702 research-based programs for solving/preventing discipline problems, 754 social–emotional skill instruction, 321 teachers, 32 teaching students peacemaking, 821–822 teamwork in school settings, 1153 translating critiques into meaningful/just classrooms, 167 violence prevention programs, 810 Transactional relationship, 147 Transactional trap, 428 Transformation problems, 591 Transgressions, 718–720 Transitions disabled students in inclusive settings, 473 maintaining appropriate behavior throughout the year, 423 order, 110, 390 organization of classroom life, 101, 103–104 process-outcome research, 80 Treatment fidelity, 1068–1070 Treatment integrity, 1070, 1080 Treatment interventions, 201, see also Interventions Trends, 61–64 Trigger phase, 441–442, see also Acting-out behavior Tripartite belief model, 860, see also Bullying Truancy, 494 Trust building and time as impediment to community, 272 community approaches to classroom management, 258 does community work for students, 269 does community work for teachers, 270 effective teachers in urban classrooms, 505–506 minimal/noncoersive discipline strategies, 264 moral climate, 716–717 perspective of developing child, 376 themes across programs for solving/preventing discipline problems, 771–772 Truth condition, 182 TSES, see Teachers’ Sense of Efficacy Scale T-shirts, 1007 TSP, see Teaching Students to Be Peacemakers Program TTK, see Test of Teaching Knowledge TTS, see Think Time Strategy Turn allocation, 110 Turn taking, 102, 103, 114, 115, 386 Turnover rate, 495–486 Tutoring, 469, 470 SUBJECT INDEX Twentieth century, 21–23 Twentieth century theorists, 817–818 Two-Concerns Scale, 823 U Uncertain/aggressive profile, 1169, 1170, 1172 Uncertain/aggressive style, 421, 422 Uncertain/tolerant profile, 1169, 1170, 1171, 1175 Uncertain/tolerant style, 421, 427 Uncertainty, 535, 825, 992–993, 1175 Unconscious behaviors, 1142 Undermining effect, 649 Understanding Teaching and Learning Project, 143, 144, 146–148 Unequal participation, 536–538 Unfocused behaviors, 443 Unidirectional view, 294 United Kingdom, difficult behavior analysis, 1101–1106 applied behavioral analysis, 1096–1099 attributions made by teachers, pupils, and parents, 1109–1116 early studies of difficult pupil behavior, 1094–1096 grounded theory study, 1099–1101 key legislation and policy guidance, 1106–1109 United States bullying incidence studies, 858 prevention programs, 875–878 cultural expectations for schools and child development, 671–672 culture/socialization outcomes, 668 individual work in school settings, 1154 Universal strategies, 845 Universal systems, 837–842 University faculty, 891 Unpredictability, 99 Unrealistic optimism, 205 Upper grade students, 550 Urban classrooms characteristics and context, 493–496 connections/disconnections between students–teachers, 503–504 consequences of disciplinary and management decisions, 501–503 cultural considerations in interpreting student behavior, 498–499 culture of power, 496–498 disproportionate discipline practices, 499–501 effective classroom management, 508–513, 514 effective teachers and teaching, 505–508 frequency of use of suspension/expulsion, 1066 implications and conclusions, 513, 515–518 teacher threats and burnout, 938 violence and prevention programs, 809 Urban students, 348, see also Students Urban teachers, 1131, see also Teachers 1345 User-friendly discipline style, 1201 Utah State Core Curriculum, 262 Utopian school communities, 170 V Vagabonds, 1154 Vague terms, 83 Validity alternatives to disciplinary removal, 1078–1080 assessing classroom discipline, 1194 blurring the boundaries of inquiry–practice in teacher research, 951 Dutch Questionnaire on Teacher Interaction, 1168 Interpersonal Teacher Behavior, 1167 process-outcome research, 78 schoolwide primary behavior support, 848 Value judgment, 246–248 Values, 987–988 Verbal bullying, 857, 859, see also Bullying Verbal cues, 321 Verbal interaction processes, 132–133 Verbal interventions, 869, see also Interventions Verbal praise, 330 Victimization, 713, 722, 856–857, 858, 871, see also Bullying Victims, 863–865, 871, see also Bullying Video Classroom Management Training Program, 898 Video computer-aided instruction, 898 Video technology, 296, see also Technology Videoconferencing, 554 Videotape feedback, 472–473, see also Feedback Vietnam war, 1006 Vietnamese, 510 Violations, 80, 712, 718 Violence alternatives to disciplinary removal, 1078 attitude and characteristics of victims, 864 coping and design of classroom management courses, 913 deadly and purposes of school discipline, 2064 expanding options available, 1083 peer-directed and creating safe/responsive school environments, 632 prevention and research-based programs, 766–767 school and bullying, 855 youth in school and society, 736–737 Violence Institute of New Jersey, 779 Violence Prevention Curriculum for Adolescents (VPCA), 766 Violence prevention, 874 Violence prevention programs conflict resolution, 808–813 research-based for solving/preventing discipline problems, 760 Virtual learning environments, 554–555, see also Technology 1346 SUBJECT INDEX Virtues moral curriculum explicit, 1050, 1051 implicit, 1045, 1049 moral discourse, 1044 teaching classroom management as moral activity, 1057 Visual behavior, 1178 Visual scanning, 841 Voice, 658, 1178 Volition theory, 232–234, 243 Von Neumann, J., 818 Voyage of the Mimi, The, 384 VPCA, see Violence Prevention Curriculum for Adolescents Vulnerability, 1113, 1114 Vygotskian perspective, 254, 255 Vygotskian/Neo-Vygotskian sociocultural theory, 239–242 Vygotskian/Neo-Vygotskian theory, 243, 245, 247–248 W Wait time, 85 Warm demanders, 363, 508–512 Warmth, 674, 701 Warnings, 1197 Weakness, 1177 Weapons violations, 1025, 1066, 1068, 1069, 1011–1012 Web sites, 911 Welcoming greetings, 680 Westchester Institute for Human Services Research, 779 White students, 388, 1026 White teachers, 355–356 Whole-class approach, 567, 570, 1098–1099 Whole-class discussions, 602 Whole-class lessons, 99, 100, 1150–1152 Whole interval DRO, 446 Whole language approach, 193–194 Whole-school approach, 1106 Win–lose situations, 807 Win–Win situations, 394, 811 Wishful thinking, 1185 Withdrawal, 864 Withit teachers, 109, see also Teachers Withitness beginning teachers and problems, 1179 disruptive behavior, 430 engaging students and maintaining appropriate behavior, 423 history of research of classroom management, 28 order achievement in classrooms, 109 process-outcome research, 74, 82 Word processing, 545, 547 Wordwalking, 286 Working with words center, 567 Workload, 933 Worst teacher, 421 Wraparound approach, 791 Writing centers, 568 Writing-to-learn, 965 Writing workshop, 576 WYTIWYG effect, 595 Y Yoshimoto, Hiroshi, 1228, 1229, 1230–1231, 1233 You Can’t Say classrooms, 471 You messages, 35 Youth Self-Report (YSR), 317 YSR, see Youth Self-Report Yup’ik of Alaska, 359, 361 Z Zeiseiken’s Standing Committee (ZSC), 1226, 1227, 1231, 1232–1233 Zenseiken, see Japanese Society for Life Guidance Studies Zero tolerance bullying prevention, 858 constitutional confusion over due process in school, 1011–1012 critical theory perspective, 160 defining problem behavior, 788–789 disciplinary disproportionality, 349 inclusive management practices, 482 participation-centered approach, 292 schoolwide discipline policies, 1024–1026 –suspension/expulsion context, history, and current status, 1064–1067 effective alternatives to disciplinary removal, 1077–1082 how well does it work, 1068–1077 recommendations, 1082–1083 Zone of Proximal Development (ZPD), 240–242 ZPD, see Zone of proximal development ZSC, see Zenseiken’s Standing Committee Uploaded by [StormRG] ... Approaches to Classroom Management and Effective Teaching 73 Maribeth Gettinger and Kristy M Kohler Ecological Approaches to Classroom Management 97 Walter Doyle Classroom Management and Classroom. .. Elementary Classrooms 15 16 Kathy Carter and Walter Doyle Classroom Management in Middle and High School Classrooms Edmund T Emmer and Mary Claire Gerwels Classroom Management in Special Education Classrooms... 13 Connections Between Classroom Management and Culturally Responsive Teaching Geneva Gay 343 IV: CLASSROOM MANAGEMENT IN SPECIFIC CONTEXTS Anita Woolfolk Hoy 14 Classroom Management in Early Childhood