Teaching the Social Curriculum
Classroom Management as Behavioral Instruction
Bibliographic Data
| ID | 4254848 |
|---|---|
| Authors | Russ Skiba, Heather Ormiston, Heather E Ormiston (0000-0002-3774-7090), Sylvia Martinez, Jack Cummings, Jack A Cummings |
| Year | 2016 |
| Volume | 55 |
| Issue | 2 |
| Pages | 120-128 |
| Publication date | 2016-04-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2016.1148990 |
| OpenAlex | W2319307791 |
| Language | EN |
| Citations received | 13 |
| References cited | 29 |
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 general, these strategies indicate a shift away from reactive and punitive approaches towards an emphasis on instructional and preventive approaches, including setting clear expectations, appropriate curriculum to increase student engagement, positive acknowledgment, and building relationships between students and teachers. Emerging research has also begun to identify features of culturally responsive classroom management that can engage and build relationships for a diverse student population
Behavior management · Classroom climate · Classroom management · Curriculum · Developmental psychology · Element (criminal law · Mathematics education · Pedagogy · Political science · Population · Punitive damages · Sociology · Student engagement · Behavioral and Psychological Studies · Bullying, Victimization, and Aggression · Education Discipline and Inequality · Psychology
Examining the changes in the self-efficacy and pedagogical beliefs of preservice teachers in Japan
Managing classroom management preparation in teacher education
“Nobody to support with that
A Gap in Culturally Responsive Classroom Management Coverage? A Critical Policy Analysis of States’ School Discipline Policies
Beyond “Brain Breaks”
PBIS fidelity, school climate, and student discipline
Adult and student perspectives on racial and ethnic equity‐informed school‐based strategies
Teacher’s use of praise, clarity of school rules and classroom climate
Resisting punitive school discipline
Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills
DisCrit solidarity as curriculum studies and transformative praxis
Critical Race Structuralism
On the Mutually Elaborating Relationship Between Teacher Identity and Classroom Management Practices
Evidence-based Practices in Classroom Management
Effective classroom management and the development of subject-related interest
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses
Check & Connect
Achievement and Enrollment Status of Suspended Students
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students
Modifying Student Behavior in an Open Classroom Through Changes in the Physical Design
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
Classroom Management
More Than a Metaphor
The Impact of Enhancing Students' Social and Emotional Learning
Toward a Conception of Culturally Responsive Classroom Management
Urban Teachers' Use of Culturally Responsive Management Strategies
Culturally Responsive Classroom Management
The Effects of School Context, Structure, and Experiences on African American Males in Middle and High School
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,44 |
| Citation span | 2017 - 2026 (10) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |