scholarly journals Can effective classroom behavior management increase student achievement in middle school? Findings from a group randomized trial.

2020 ◽  
Author(s):  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Catherine P. Bradshaw
Keyword(s):  
Middle School ◽  
Student Achievement ◽  
Randomized Trial ◽  
Behavior Management ◽  
Classroom Behavior ◽  
Increase Student Achievement ◽  
Classroom Behavior Management ◽  
Group Randomized Trial

Managing Behavior or Promoting Engagement?

2019 ◽  
Author(s):  
Jeff Thomas
Keyword(s):  
Behavior Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Well Being ◽  
Student Behaviors ◽  
Student Centered ◽  
Classroom Behavior Management ◽  
Wrong Direction ◽  
Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

scholarly journals Effects of theIt’s Your Game . . . Keep It RealProgram on Dating Violence in Ethnic-Minority Middle School Youths: A Group Randomized Trial

2014 ◽  
Vol 104 (8) ◽  
pp. 1471-1477 ◽  
Author(s):  
Melissa F. Peskin ◽  
Christine M. Markham ◽  
Ross Shegog ◽  
Elizabeth R. Baumler ◽  
Robert C. Addy ◽  
...  
Keyword(s):  
Middle School ◽  
Randomized Trial ◽  
Ethnic Minority ◽  
Dating Violence ◽  
Group Randomized Trial

scholarly journals Incorporating High-Leverage Practice 7 in Classroom/Behavior Management Courses

2021 ◽  
Vol 1 (1) ◽  
pp. 47-54
Author(s):  
Jonte Taylor ◽  
Naima Bhana
Keyword(s):  
Special Education ◽  
Learning Environments ◽  
Student Teacher ◽  
Behavior Management ◽  
Culturally Responsive ◽  
Classroom Behavior ◽  
Training Programs ◽  
Social Emotional ◽  
Special Education Training ◽  
Classroom Behavior Management

In a joint effort, the Council for Exceptional Children (CEC) and the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) published instructional practice guides for special educators called High-Leverage Practices (McLeskey et al., 2017). These High Leverage Practices focus on four areas of practice (collaboration, assessment, instruction, and social/emotional/behavioral). High Leverage Practice 7 (HLP 7) is under the social/emotional/behavioral domain and guides teachers to establish positive and constructive learning environments for students. For special education training programs, opportunities to focus on HLP 7 can be presented in classroom/behavior management courses as a function of setting up classroom structure (atmosphere, rules, and procedures) that support developing positive, culturally responsive learning environments and student-teacher relationships. This paper provides support for why topics should focus on HLP 7 and how topics of structure, culturally responsive teaching, student-teacher relationship development, and social emotional learning should be included in classroom/behavior management courses in special education training programs.

Which Children Fail Classroom Behavior Management? Comparing Methods

2010 ◽  
Vol 31 (Abstracts) ◽  
pp. E20
Author(s):  
Raymond A. Sturner ◽  
Barbara J. Howard ◽  
Tammy Barry ◽  
Casey Sullivan ◽  
Ronald Kent ◽  
...  
Keyword(s):  
Behavior Management ◽  
Classroom Behavior ◽  
Classroom Behavior Management
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