Beruflich Dokumente
Kultur Dokumente
Annotated Bibliography
Eric Zachary
Dr. Toutellotte
ANNOTATED BIBLIOGRAPHY 2
References
Bear G. G., Doyle W., Osher D., Sprague J. (2010). How can we improve school
This article examines three approaches to improve school discipline practices and student
behavior. The main ideas expressed are Ecological Approaches to Classroom Management,
School-wide Positive Behavioral Supports and Social Emotional Learning, and Positive Youth
Development. The article concluded with emphasis on collaboration with families, cultural and
linguistic competence and responsiveness, and ways to respond to the needs of students with
substantive mental health needs. The authors focus on these points as challenges in improving
school discipline. This article was peer reviewed and published in the educational researcher.
This article will assist in the behavior and discipline portion of my project. It will provide
Elling J., Leutner D., Schmeck A. (2015). Reducing reality shock: The effects of classroom
management skills training on beginning teachers. Teaching and Teacher Education, 48,
1-12.
This article examines the effects of varying levels of classroom management training for
new teachers. The authors conducted a researched based study in which they separated new
teachers into two groups, the first receiving a two and a half day training course on classroom
management which included: (1) classroom organization, (2) rules and procedures, (3) the
importance of the beginning of the school year, (4) maintaining the classroom management
system, (5) problematic behavior (6) interpersonal relationships, and (7) communication. The
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second group received a two and a half day stress management course which included time
The article concludes that the relatively short classroom management intervention still
provided a significant effect on beginning teachers. The article was published in the journal of
Teaching and Teacher Education, and lends itself to a professional audience. The author’s
research appears to have been gathered in a non-biased way using a standardized method and a
large research pool. This article is useful for my research topic because it provides input on
Lewis R., Romi S., Salkovsky M. (2015). Teachers' coping styles and factors
In this article, the authors review the coping styles of different teachers in terms of the
gap between the way they would like to manage their classes and the methods they are forced to
use based on the current classroom conditions. The article states that classroom management can
be broken down into three different approaches. The first approach involves minimal teacher
control and assumes students' responsibility for their behavior, The second approach views
student behavior as the combined and cooperative responsibility of students and teachers, The
third approach is based on the assumption that students are not capable of realizing what is best
for them, leaving decisions to the teacher. Furthermore, the article discusses the challenges
teachers face in dealing with difficult students including, increased stress, burnout, and
emotional distress.
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The article concludes that the most commonly used coping mechanism was social
problem solving. Furthermore, it was found that female teachers were more likely to use social
problem solving to cope and were more likely to support each other compared to their male
counterparts. The article was published in the journal of Teaching and Teacher Education, and
lends itself to a professional audience. The author’s research appears to have been gathered in a
non-biased way using a standardized method and a large research pool. In particular, this article
will provide a useful resource in guiding beginning teachers towards positive ways of coping
Nelson R., Olivera R. M., Wehby J. B. (2015) Helping teachers maintain classroom management
113-120.
The main ideas expressed in this article are in regards to long-term implementation of
classroom management tactics. The authors state that often teachers complete professional
development and implement the practices for a while, but slowly revert back to their old style of
teaching over time. Furthermore, this article emphasizes the need for continual self-monitoring to
maintain the positive practices over the long-term. In completing the study, the authors
implemented the use of what they referred to as the Good Behavior Game (GBG). The GBG
focused on two components, the first being: (a) explicitly teaching pro-social behavior and
systematically reinforcing instances of behavior and (b) employing positive peer pressure
through group contingencies thus focusing on positive reinforcement of behavior rather than
punishment. The teachers were provided with a checklist to monitor their own behavior.
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The study found that the use of a teacher self-monitoring checklists assisted in a more
long-term implementation of the GBG method. This article is useful for my research topic
because it provides an additional idea for lasting improvement. If, through training, I can get
beginning teachers to monitor themselves over the long-term, the chances of continuing success
greatly increase.
Oberly E., Schonert-Reichl K. (2016). Stress contagion in the classroom? The link between
classroom teacher burnout and morning cortisol in elementary school students. Social
The authors describe the connection between a teacher’s stress level and higher levels of
stress felt by their students. The main ideas expressed are the effects of feeling overworked,
teachers experiencing a lack of support and resources, as well as dealing with challenging and
disruptive students. Furthermore, the authors’ research focuses on how a teacher’s stress level
impacts the cortisol levels in their students. Cortisol levels are the natural indicators of levels of
stress within an individual. The article was published in the journal of Social Science and
The author’s research appears to have been gathered in a non-biased way using a
standardized method and a large research pool. The findings of this study were that in classrooms
where the teacher was experiencing a higher level of teacher burnout, the morning cortisol levels
of their students were elevated indicating increased stress levels. This article is useful for my
Way S.M. (2011). School Discipline and Disruptive Classroom Behavior: The moderating
The author states that research has shown that the stricter discipline policies worked in
reducing serious offenses on school campuses, but it also led to classroom teachers losing the
role of an authority figure on campus. The article goes on to explain that due to increased
demand for student’s rights, free speech, due process, and student privacy in conjunction with
school discipline becoming increasingly litigious, school discipline matters are generally handled
The author goes on to describe the process for data collection in which over 10,000
The findings of the study were that schools with stricter discipline policy experienced similar
levels of disruptive behavior as those with more lenient policies. Furthermore, the study found
that students were more likely to be compliant when they felt their schools rules and expectations
were fair, and students were less likely to be disruptive when they had a positive relationship
A potential weakness in this study results in the fact that more defiant, lower performing,
and disruptive students and their parents, are less likely to respond to the study as opposed to
their more accomplished counterparts. This article is peer reviewed, and backed by extensive
research. It is relevant to my topic and research in that it presents possible drivers of student
Scott T.M., Hirn R.G., Ater P.J. (2014). Teacher Instruction as a Predictor for Student
The author of this article through the use of a team of paid coders, observed 1,197
students in elementary, middle, and high schools to identify the relationship between teaching
practices and disruptive student behavior in the classroom. The study was conducted by giving a
numerical value to different student behaviors, both positive and negative, as well as teacher
instructional practices and engaged learning time. The findings of the study were less
informative than I would have hoped. The findings indicated that there was a direct relationship
between the amount of time that teachers were actively engaged in instruction with students, this
included whole group instructions, small group instruction, guided practice, and modeling, and
student disruptive behavior. The results stated that the more time teachers spent actively engaged
in instruction, the fewer instances of disruptive behavior occurred. Furthermore, the study found
that there were greater occurrences of disruptive student behavior in middle and high school
classrooms. This disruption was attributed to a greater amount of independent work, and less
Although, this study yielded some basic points to address for my research, I am hoping
that through further research I can find more specific instructional methods that have been shown
to be more effective in reducing student disruption. I believe the sample size of the study as well
as the uniform way of collecting the data was appropriate, however, further research needs be
done because student disruption regularly occurs when active instruction is taking place.
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Kennedy B.L. (2011). Teaching Disaffected Middle School Students: How Classroom Dynamics
Shape Students’ Experiences. Association for Middle Level Education, 42(4), 32-42.
This article focused on effective teacher behavior when working with disruptive students.
The active research for this study took place at a continuation school in Southern California
where the student population was made up of middle and high school students that had been
expelled from their traditional public schools. The article focused on three types of teachers who
the author dubbed rapport builders, subject matter experts, and blamers. The rapport builder
focused on building relationships with their students and modifying curriculum to meet their
needs. The subject matter experts were consistent in their classroom management and focused on
subject matter, leaving the personal issues of the students for the school counselors to handle.
The blamers were inconsistent in both their instruction and classroom management, often yelled
Through observation and interviews with teachers, students, and administrators, the
author found that the teachers under the title of rapport builders were most successful, and
experienced the lowest levels of student disruptions. Although the research for this article took
place with a very small group in a single school setting, the article provides beneficial
Brouwers, A., & Tomic D. (2000). A Longitudinal study of teacher burnout and perceived
relation to teacher burnout. The study revealed that poor classroom management is the first link
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in a chain that eventually leads to teacher burnout. Teachers who do not effectively deal with
classroom disruptions lose confidence in their ability to manage their classrooms and often give
up on trying to fix the problem. The decreased feeling of self-efficacy causes teachers to doubt
their ability to do their job. This in turn causes emotional exhaustion, which leads to
people with whom the worker interacts. Based on the result of the study, once teachers have
reached the depersonalization stage, they give up and often stop trying to solve the problem.
The authors offer specific suggestions to reduce the effects of teacher burnout. In order to
counteract the effects of burnout, teachers must believe that they are able to make a positive
impact. The authors suggest that these teachers need to have experiences of success. This success
may come through providing strategic skills with training, providing positive feedback, and
practicing in a simulated environment. Once teachers feel a sense of mastery, and feel more
confident in their ability, they will be more apt to implement the classroom management
methods into their classrooms. This article supports my research in that my organizational goal is
Milner, H.R., & Tenore F.B. (2010). Classroom Management in Diverse Classrooms. Urban
In this article, the two authors conduct a study over the course of two years at an urban
middle school. The goal of the study is to ascertain a better understanding of why a
and referred to administration for discipline. The article focuses on the cultural
misunderstandings that occur between a teaching population that is often primarily white
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teaching classrooms of culturally diverse students. The authors attempt to identify the classroom
One of the authors H. Richard Milner IV is the Chair of Urban Education and the University of
Pittsburgh School of Education and the second author is F. Blake Tenore a coordinator of the
English Education program at Florida State University. Both authors have done extensive
research in the area of teaching in urban schools and provide knowledgeable insight into the
classroom management in diverse populations. This article is relevant for my research in that it
focuses on specific classroom management practices that have been shown to be effective with
disruptive behavior.