Handbook of Classroom Management

Cover
Half Title
Title Page
Copyright Page
Table of Contents
Contributors
Preface
Part I Introduction
	1 Introduction to the Third Edition
		The Transformation of the Teaching Force
		The Importance of Effective Classroom Management
		Classroom Management Versus Behavior Management
		Proactive Classroom Management
		Current Classroom Management and Its Social Context
		Organization and Content of the Third Edition
			Part II: Methods of Classroom Management
			Part III: Context of Classroom Management
			Part IV: Social Perspectives of Classroom Management
			Part V: The Classroom Management and Student Type Interaction
		Concluding Remarks
		References
Part II Methods of Classroom Management
	2 Effective Instruction as the Basis for Classroom Management
		Introduction
		Communicating Classroom Expectations
		Clarity Through Contextualized Information
		Clarity Through Example Selection and Sequencing
		Engaging Students in Content
		Relationships
		Using Relationships to Facilitate Active Engagement
		Providing Effective Instructional Feedback
		Responding to Expected Behavior
		Responding to Misbehavior
		Summary
		References
	3 Prevention Strategies for Classroom Management
		Antecedent Strategies
			Classroom Space Structuring
		Trauma Sensitive Spaces
		Classroom Expectations
		Building Relationships
		Mind-Body Health Strategies
			Circles
		Relaxation and Guided Imagery
		Gratitude Writing and Written Emotional Expression
			Gratitude Writing
			Written Emotional Expression
		Culturally Sensitive Meditation and Yoga
			Culturally Sensitive Meditation
			Yoga
		Brain Breaks and Movement Breaks
		Conclusion
		References
	4 Restorative Practices in Schools
		Introduction
			What Are School-Based Restorative Practices?
				Before the Umbrella: Restorative Justice (RJ) as a Root of Restorative Practices (RP)
				Restorative Justice in K-12 Schools
				Opening the Umbrella: The Pivot to Restorative Practices (RP)
				Potential Benefits of RP
			Quantitative Research Regarding the Effectiveness of Restorative Practices
				Exclusionary Discipline and Student Misbehavior
				Bullying
				Impacts On Disparities in Discipline
				Impacts On Attendance and Absenteeism
				Impacts On School Climate and Safety
				Impacts On Academic Outcomes
				Limitations of the Literature Review
				Final Thoughts On Restorative Practice Research
			Policies to Help Restorative Practices Nurture Students and Communities
				Commit to Culture Change
				Empower Perseverance, and Preempt Caregiver Concerns
				Close the Program/Practice Gap
				Expand Access
				Leverage RP in Unprecedented Times
				Guide School Resource Officers Through Training, Trust, and Transformation
		Conclusion
		Note
		References
	5 First Step to Success: A Preventive, Early Intervention for Young Students With Disruptive Behavior Problems
		Original First Step Program Reviews
		First Step Program Foundations
			First Step Goals
			First Step Structure and Implementation Procedures
		Development of the Original First Step Program
		Revision of Original First Step and Creation of First Step Next
		Trial Testing of First Step Intervention Components
		Evaluation Research On Original First Step and First Step Next
		First Step Efficacy and Effectiveness Studies
			First Step Effectiveness Study
		Synthesis of Original First Step and First Step Next Evidence From Randomized Controlled Trials
		Research On the Sustainability of First Step Next Program Usage
		Cost Analysis of First Step Next Implementation
		Implications of First Step and First Step Next Findings for Classroom Management
		Concluding Remarks
		Note
		References
	6 Current Trends in Positive Behavioral Interventions and Supports: Implications for Classroom Management
		Introduction
		CWPBIS Current Research and Innovations
		Data
		Systems
		Critical Issues and Future Research
		Conclusion
		References
	7 Supporting Students’ Social, Emotional, and Behavior (SEB) Growth Through Tier 2 and 3 Intervention Within a Multi-Tiered System of Supports (MTSS) Framework
		Introduction
		SEB Support Within MTSS Framework
		Tier 1: Universal SEB Support
		Tier 2: Targeted SEB Support
		Tier 3: Intensive and Individualized SEB Support
		Issues, Trends, and Future Directions for Research and Practice
		Understand Contextual Variation in Implementation
		Enhance Equitable Implementation and Outcomes for All Subgroups of Students
		Invest in Systems to Support, Sustain, and Scale Educators’ Implementation of Classroom Practices
		Summary
		Notes
		References
	8 Adapting Classroom Management for Delivery Across Contexts: A Focus On Urban, Rural, and Online Settings
		Important Role of Classroom Management
		Contextual Influences On Teachers’ Use of Classroom Management Strategies
		Adapting Classroom Management Practices
		A Focus On Three School Contexts: Rural, Urban, and Remote Learning Environments
		Challenges Faced in Rural Settings
			Adapting Strategies for Rural Schools
		Challenges Faced in Urban Settings
			Teacher Knowledge, Beliefs, and Emotions
			Program and Model Evaluation and Assessment
			Teacher Learning and Teacher Education
			Double Check Student Engagement and Culturally-Responsive Practices Framework
		Challenges Faced in Online Settings
			Online Tier 1 Support
		Professional Development to Implement and Adapt Classroom Management Across Contexts
		Professional Development Content
		Multi-tiered Support for Professional Development in Classroom Management
			Tier I Training Supports
			Tier II Training Supports
			Tier III Training Supports
		Methods for Providing Classroom Management Professional Development
		Conclusion
		Note
		References
	9 Classroom Management in “No-Excuses” Charter Schools
		Introduction
		Charter School Heterogeneity and Classroom Management
		Background On “No-Excuses”
		The Backlash: No-Excuses Falling Out of Favor?
		Pushing Back: The Politics of Race and Disciplinary Change
		What Does Classroom Management in “No-Excuses” Charter Schools (NECSs) Look Like?
		The Four “C’s:” Comprehensiveness, Clarity, Consequences, and Consistency
		Proponents of No-Excuses Discipline: The Allure of Order
		Critiques of No-Excuses Discipline: Ignoring Race, Structural Inequality, and Racism
		Evidence On Teacher and Student Perceptions of No-Excuses Discipline
		Future Directions for Policy, Practice, and Research
		References
	10 Emerging Issues in School Bullying Research and Prevention
		Introduction
		Definition of Bullying and Peer Victimization
		Prevalence of Bullying and Peer Victimization
		Bias-Based/Identity-Based Victimization
		Bullying, Peer Victimization, Academic Achievement, and Engagement
		Etiology of Bullying and Peer Victimization: Social-Ecology Perspective
		Family Characteristics
		Peers Characteristics
		What Works in Bullying Prevention?
		Bullying Prevention and Intervention: Moving the Field Forward
		References
Part III Context of Classroom Management
	11 Teacher Stress and Classroom Management
		Introduction
		Theoretical Perspectives On Teacher Stress, Coping, and Well-Being
			Teachers’ Appraisals and the Stress Process
			Negative Consequences of Stress for Teachers
		Student Factors Associated With Classroom Management Stress
			Student Behaviors Associated With Teacher Stress
			Students With Trauma Histories and Teacher Stress
		Teacher- and School-Related Contextual Factors
			Teacher Personality
			Teacher (And Student) Race, Ethnicity, and Gender
			Teacher Autonomy
			Teacher Efficacy
		Teacher Well-Being as a Resource for Effective Classroom Management
			Coping Strategies for Addressing Classroom Management
		Resources That Promote Teacher Well-Being and Effective Classroom Management
			Social Support and Mentoring as a Protective Factor
			Trauma-Informed Schools as a Resource for Teachers
			Mindfulness Based Stress Reduction as Resource for Teachers
		Future Directions and Conclusions
		References
	12 The New Jim Crow in School: Exclusionary Discipline and Structural Racism
		Introduction
		What Is Structural Racism?
			Emerging Awareness of Structural/Systemic Racism in Public Discourse
			Dimensions of the Terms Structural and Systemic Racism in Published Research
		School Discipline as a Central Component of Structural Racism
			Interlocking Constellation
			Both Institutional and Individual
			Historical and Adaptive
			Maintains a Racialized Hierarchy of Human Value Based On Skin Color
			School Policing and Other Manifestations of Structural Racism
		Color Blindness
			Features of Color Blindness
			The Strategy of Removing Race
			Color Blindness as an Identity
			Color Blindness as a Strategy to Sustain Privilege: Examining Discipline Practices
		What Is the Evidence On Interventions to Reduce Disciplinary Disparities?
			The Need for Race-Conscious Programmatic Interventions
		Conclusions and Recommendations
			Recommendations and Future Directions
			Conclusion
		Notes
		References
	13 Why Effective Classroom Management Depends On Teachers’ Abilities to Engage Families
		Barriers to Developing Teachers’ Social Competence
		Aligning Home and School: Two Ways That Families Influence Classroom Management
		Family Processes That Align Home and School: Academic Socialization
		How Academic Socialization Shapes Classroom Interactions
		Defining Teacher Social Competence
		Teacher Social Competence in the Context of Classroom Management
		Teacher Social Competence in the Context of Family Engagement
		Promising Efforts to Support Teachers’ Social Competence Family Engagement
		Conclusion
		References
	14 Teacher Training and Classroom Management
		Introduction
			The Need for Classroom Management Training
		Pre-service Teacher Preparation
			Issues Within Classroom Management Preparation
			Recent Developments in Classroom Management Preparation
			Classroom Management Framework for Teacher Educators
		In-Service Teacher Professional Development
			Need for Ongoing Training
			Key Components of Professional Development
			Evidence-Based Approaches
		Special Issues in Classroom Management Training
			Training for Inclusive Classrooms
			Training in Culturally Responsive Classroom Management
		Integrating Current Research Into Past Findings
		Conclusion
		Acknowledgments
		References
	15 School Administration and Classroom Management
		Introduction
		Classroom Management and Instructional Supervision
		Principal Support for Effective Classroom Management
			Teacher Induction Systems
			Classroom Strategies
			Data Analysis and Student Engagement
		The Principal’s Role in Redressing Inequities Caused By Poor Classroom Management
			Understanding Bias
			Cultural Competencies
		Restorative Practices
		Limitations of Principals’ Supervision of Teachers’ Classroom Management Performance
		Conclusion
		References
	16 The Contribution of School and Classroom Disciplinary Practices to the School-To-Prison Pipeline
		Factors Affecting Development and Outcomes
		Schools as Creators, Amplifiers, and Buffers of Risk
		Schooling Processes and the School-To-Prison Pipeline
		Community, Neighborhood, and School Factors
			The Role of Schools
			School Leadership, Policy, and Practice
			“Hardening” and Exclusionary Discipline
			Addressing Exclusionary Discipline
			Schoolwide Support for Classroom Practices That Reduce the Pipeline
				Restorative Practices
		Classroom Policy, Practice, and Interpersonal Relationships
			Environment, Relationships, and Classroom Management
				Supportive Classroom Conditions
				Poor Conditions for Learning and Engagement
			Improving Academic Engagement
				Supporting Teacher Capacity
				Positive Behavioral Approaches
				Social and Emotional Learning
		Conclusion
		Note
		References
	17 Rethinking K-12 Disciplinary Policies and Practices in Virtual School Settings: Initial School Responses to the COVID-19 Pandemic
		Introduction
			Sources of Law
				Constitutional Law
				Statutory Law
				Case Law
		Student Due Process Protections in the School Disciplinary Process
			Procedural Due Process: The Right to Fair Procedures in the Disciplinary Process
			Substantive Due Process: The Right to Reasonableness in the Disciplinary Process
			Specific School Disciplinary Issues Arising From the COVID-19 Pandemic
				A Student’s Right to Privacy in Virtual School Settings: The Case of Ka’Mauri Harrison
				The Increasing Adoption of Virtual Student Disciplinary Codes of Conduct
				School Mask Requirements During COVID-19: Implications for School Discipline
				The Call for More Equitable Approaches to Student Discipline During the Pandemic
			Adopting Clear School District Disciplinary Policies and Procedures, Including Virtual School Environments
		Conclusion
		References
	18 Using Multimedia to Support Teacher Candidates’ Knowledge and Use of Evidence-Based Classroom Management Practices
		Introduction
		Content Acquisition Podcasts
			Use of CAPs in Teacher Education
		Simulations in Teacher Preparation
			History of Simulations in Teacher Education
			Current Use of Simulations for Teacher Candidates
			Video Reflection
			Video Reflection of Others and Self
			Video Reflection Plus Feedback
			Where Do We Go From Here?
		Conclusion and Future Directions
		Using the Research to Build a Stronger Foundation in Classroom Management Practices
			Contrast With Previous Reviews
		Summary and Next Steps
		References
	19 International Research On the Foci and Effectiveness of Classroom Management Programs and Strategies
		Introduction
		Method
		Results
			Overview of the Included Papers
			Incredible Years Teacher Classroom Management
				Program Description
				Classification
				Effect Studies
			Teacher-Child Interaction Training
				Program Description
				Classification
				Effect Study
			Adler-Dreikurs Classroom Management Techniques
				Program Description
				Classification
				Effect Studies
			Irie Classroom Toolbox
				Program Description
				Classification
				Effect Study
			Promoting Alternative Thinking Strategies
				Program Description
				Classification
				Effect Studies
			PAX Good Behavior Game
				Program Description
				Classification
				Effect Studies
			Second Step
				Program Description
				Classification
				Effect Studies
			Insights
				Program Description
				Classification
				Effect Studies
			Class-Wide Function-Related Intervention Teams
				Program Description
				Classification
				Effect Studies
		Conclusions
		References
Part IV Social Perspectives of Classroom Management
	20 Transformative Social-Emotional Learning and Classroom Management
		Introduction
			Introduction and Overview of the Transformative SEL Literature
			Transformative SEL Implemented Systematically Across a Multi-Tiered System of Support (MTSS) Framework
			Area 1: Build Foundational Support and Plan for SEL
			Area 2: Strengthen Adult SEL Competencies and Capacities
			Area 3: Promote SEL for Students
			Area 4: Reflect On Data for Continuous Improvement
			Integrating Data From Multiple Stakeholders to Inform TSEL
			The Connection Between TSEL and Classroom Management
			Strategies in TSEL for Classroom Management and Restorative Justice
			Next Steps
		References
	21 Classroom Management at Different Timescales: An Interpersonal Perspective
		Introduction
		Concepts and Mechanisms
			Interpersonal Theory
			Social Dynamic Systems: Behavior, Interaction, and Relationships
		Teacher-Student Interactions
			Measurement and Representation
			The General Classroom Climate and the Nature of Classroom Interaction
			Adaptation of Teacher and Student Behavior
				Teacher-Student Adaptation and Interpersonal Complementarity
				Teacher-Student Adaptation: Who Is Following Who?
			Context and Teacher-Student Interaction
			Outcomes and Teacher and Student Interaction
				Student Behavior
				Teacher Emotional Responses
			Culture and Classroom Interaction
			Interaction in Multicultural Classrooms
		Teacher-Student Relationships and the Classroom Social Climate
			Measurement
			Teacher and Student Outcomes and Teacher-Student Relationships
				Student Variables
				Class Variables
				Teaching and Teacher Variables
			Reflections On Teacher-Student Relationships Studies
		Changes in Teacher-Student Relationships Over Time
		Teacher Interpersonal Style During the Professional Life
		Conclusion and Future Research
		Note
		References
	22 Teacher Aggression and Classroom Management
		Introduction
		Defining Teacher Aggression
		Teacher Verbal Aggression
		Philosophies of Teacher Aggression
		Teacher Aggression: Professional Development, Bystanders, and Acceptable Behaviors
		Teacher Corporal Punishment as Aggression
		Conclusion
		Note
		References
	23 An Equity-Driven Behavior Management Approach to Close the Discipline Gap
		Introduction
		The Challenges of Teaching
			The Discipline Gap: An Urgent Problem
			Contributors to Racial Disparities and Pathways Forward
				Student Social-Emotional Competencies and Behavior
				Teacher Behavior Management Training and Support
				Implicit Racial Bias and Negative Teacher-Student Interactions
			Conclusion
		References
Part V The Classroom Management and Student Type Interaction
	24 Critical Race Theory Insights On Issues of Classroom Management
		Introduction
		Critical Race Theory: A Brief Overview
			An Imminent Threat to US Democracy?
			So, What Is Critical Race Theory, and Is That Even the Question to Be Asking?
				Central Concepts and Themes of CRT
				CRT’s Basic Tenets
			Making Space for Analysis of Race in a Nice Field Like Education
		Classroom Management Through the Lens of Critical Race Theory
			Getting a Handle On What Is (Implied By) Classroom Management
			A Coded Race Discourse Around Classroom Management?
			In Search of Explicit Deployment of CRT in Classroom Management Scholarship
			CM Through the Lens of CRT
				Defining CM Through the Lens of CRT
				Deploying CRT in CM Discourse
				Prominent CRT Tenets and Concepts in CM Discourse
				Unreality Around the Reality of Race
		Conclusion: Critical Race Analysis of Classroom Management in an Age of Racial Retrenchment
		Notes
		References
	25 Classroom Management Instruction in Teacher Education: A Culturally Responsive Approach
		Introduction
		The Changing Demographic Profile of US Schools
			Racial Incongruence
			Linguistic Incongruence
			Racial and Ethnic Disparities in Education
				Standardized Tests
				Gifted and Special Education
				School Discipline
		Culturally Responsive Practices: Instruction and Classroom Management
			Instruction
				Gloria Ladson-Billings’ Culturally Relevant Pedagogical Framework
				Geneva Gay’s Culturally Responsive Teaching Framework
			Classroom Management
				Weinstein and Colleagues’ CRCM Framework
			Implications of Culturally Responsive Instruction and Classroom Management
				Academic and Behavioral Effects
		Teacher Education and Traditional Classroom Management
			Culturally Responsive Classroom Management Instruction
			Proposing the Integration of Promising CRCM Practices Into the Curriculum
				Restorative Discipline
				Culturally Responsive Positive Behavior Interventions and Supports
				Mindfulness
				Anti-Racism
		Conclusion
		References
	26 Classroom Management to Support Students With Disabilities: Empowering General and Special Educators
		Introduction
		Challenging Behavioral Characteristics: The Impact of Behavioral Support
			Challenging Behavioral Patterns
			Consequences of Poor Behavior Management
		Historical Context: A Shift From Reactive to Proactive Approaches
		The Shift to Comprehensive Approaches to Preventing Challenging Behaviors: Integrated Instruction Within and Beyond Integrated Tiered Systems
		Low-Intensity, Teacher-Delivered Strategies to Increase Engagement and Decrease Disruption
			Behavior-Specific Praise
			Precorrection
			Active Supervision
			Increasing Opportunities to Respond
			Instructional Choice
			Comprehensive, Integrated Use of Low-Intensity Supports
		Culturally Responsive Practices in Integrated Tiered Systems
			Identity
			Voice
			Supportive Environment
			Situational Appropriateness
			Data for Equity
		Considerations
		References
	27 Students With Autism and Classroom Management
		Introduction
			Educational Service Delivery for Students With ASD
			Support Needs Among Students With ASD
				Behavior
			Classroom Management for Students With ASD
		Research On Classroom Management and Students With ASD
			Social Behavior Research and Classroom Management
				Social Stories™ and Students With ASD
			Self-Monitoring and Self-Management Research and Classroom Management
			Classroom Management and Behavioral Compliance of Students With ASD
			Additional Concerns Related to Classroom Management of Students With ASD
				Reframing Challenging Behavior
				Developmentally Appropriate Practice and Curriculum as CM
				Systemic Inequities and Biases: Barriers to Equitable CM
		Conclusions
		References
	28 Classroom Management in Early Childhood Education
		Introduction
		CM in an ECE Context
			Frameworks for Understanding and Enacting Equitable CM in ECE Settings
				Critical Awareness of Context and Commitment to Promoting Equity in CM
				Community
				Relationships as a Foundation for Community Building
			Key Strategies and Applications of Classroom Management
				An Inclusive and Culturally Sensitive Environment
				Routines and Structure to Facilitate Classroom Management
				Creating Clear and Reasonable Expectations
				Understanding Strengths, Needs, and Behavior in Context
				Responding to Behavior: Genuine Feedback and Community Problem Solving
			Challenges and Supports for EC Educators
		Conclusion
		References
Index