Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
Bibliographic Data
| ID | 4917652 |
|---|---|
| Authors | Lori Ann Delale-O’connor, Lori Delale-O’connor (0000-0001-8742-6431), Adam J Alvarez, Adam Alvarez (0000-0002-8723-770X), Ira E Murray, H R Milner (0000-0002-5404-6413), Iv H Richard Milner |
| Year | 2017 |
| Volume | 56 |
| Issue | 3 |
| Pages | 178-186 |
| Publication date | 2017-07-03 |
| 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 | 10.1080/00405841.2017.1336038 |
| OpenAlex | W2734482981 |
| Language | EN |
| Citations received | 17 |
| References cited | 35 |
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers' self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers' sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students
Classroom management · Discipline · Mathematics education · Pedagogy · Pipeline (software · Self-efficacy · Sociology · Computer Science · Education Discipline and Inequality · Educational and Psychological Assessments · Psychology · Social Psychology · Teacher Education and Leadership Studies
Faculty development programs (FDP) in developing professional efficacy
Psychological Capital and English as a Second Language Classroom Management in Malaysia
Decolonizing digital accessibility within land/water realities using minimal computing
“Train and Hope”
Masking Attendance
Exposure to Adversity and Trauma Among Students Who Experience School Discipline
Contextually and Culturally Relevant Affective Pedagogical Goals
Pre-service teachers’ teaching-specific hopes and their motivational forces
Actively choosing love
Aspiring Teachers and Urban Education Programs
Understanding Academic Achievement and Exclusionary Discipline
Teachers’ Talk About Race and Caregiver Support
Dismantling the Carceral State in Educational Practices
Teachers of Color & Self-Efficacy in Social and Emotional Learning (SEL)
Rethinking teaching skills
Criminalized or Stigmatized? An Intersectional Power Analysis of the Charter School Treatment of Black and Latino Boys
I Think the Teachers Should Really Connect More With the Students
Maximum Security
Complex Trauma and Aggression in Secure Juvenile Justice Settings
Classroom Management Self-Efficacy and Burnout
Analyzing Poverty, Learning, and Teaching Through a Critical Race Theory Lens
The Explanatory and Predictive Scope of Self-Efficacy Theory
Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools
A case study of an African American Teacher's self-efficacy, stereotype threat, and persistence
Sociopolitical Development
Pathways to aggression in urban elementary school youth
The Rhetoric of Care
Toward a Pedagogy of Sociopolitical Consciousness in Outside of School Programs
Critical Race Theory 20 Years Later
Do You See What I See? Fostering Aspiring Leaders’ Racial Awareness
Tending to the Heart of Communities of Color
Bridges and Barriers
Classroom Management in Diverse Classrooms
The Transformative Potential of Teacher Care as Described by Students in a Higher Education Access Initiative
Proximal Processes in Urban Classrooms
Teacher efficacy
Preservice teachers' culturally responsive teaching self-efficacy and outcome expectancy beliefs
How to Improve Teaching Practices
Toward a Conception of Culturally Responsive Classroom Management
A Black Male Teacher's Culturally Responsive Practices
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Strengthening the Case for Community-Based Learning in Teacher Education
Cross-cultural field placements
| Unique citing works | 17 |
|---|---|
| Citations per year | 2,43 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |