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Learning from SAGE Journal Articles Looking for some interesting research to review? You'll find it here! The following articles illustrate key concepts introduced throughout Approaches to Behavior and Classroom Management. Links are provided to each journal's home page on the SAGE website. For each article, students should be prepared to respond to the following questions:
Chapter 2: A Historical Perspective on Behavior and Classroom Management Chapter 2: A Historical Perspective on Behavior and Classroom Management Psychology as a moral science: Aspects of John Dewey's psychology. Abstract The article presents an interpretation of certain aspects of John Dewey’s psychological works. The interpretation aims to show that Dewey’s framework speaks directly to certain problems that the discipline of psychology faces today. In particular the reflexive problem, the fact that psychology as an array of discursive practices has served to constitute forms of human subjectivity in Western cultures. Psychology has served to produce or transform its subject-matter. It is shown first that Dewey was aware of the reflexive problem, and found that it needed to be addressed. Next, three concepts of Dewey’s psychology are drawn in: subjectivity, habit and morality. Dewey is interpreted as articulating what we today would call a practice-orientated approach to psychology, in which moral and practical reasoning is seen as a dimension of all knowledge and action. Subjectivity is understood as a function emerging with complex interaction. Finally, a Deweyan approach to how psychology and other social sciences can cope with, and make positive use of, the reflexive problem, is outlined. By acknowledging their existence in the world they study, i.e. by becoming moral sciences that realize their moral and political implications, the social sciences can become problem-solving instruments that serve to help create a democratic public, a community as an actual social idea. It is pointed out that Dewey had an attractive view both of psychology – the subject-matter and of Psychology – the discipline and its practices – and ventured on the rare attempt at explicating how they are connected in what he called Great Societies, what we today would call post- or late-modernity, and how Psychology can help to constitute Great Communities in which human beings might flourish. *** 6: Education; its history and historiography.
Abstract *** Jean Piaget (1896-1980).
Abstract *** Corporal punishment in the public schools.
Abstract Chapter 3: Building Positive Teacher-Student Relationships Learner-centered teacher-student relationships are effective: A meta-analysis.
Abstract Person-centered education is a counseling-originated, educational psychology model, overripe for meta-analysis, that posits that positive teacher-student relationships are associated with optimal, holistic learning. It includes classical, humanistic education and today’s constructivist learner-centered model. The author reviewed about 1,000 articles to synthesize 119 studies from 1948 to 2004 with 1,450 findings and 355,325 students. The meta-analysis design followed Mackay, Barkham, Rees, and Stiles’s guidelines, including comprehensive search mechanisms, accuracy and bias control, and primary study validity assessment. Variables coded included 9 independent and 18 dependent variables and 39 moderators. The results showed that correlations had wide variation. Mean correlations (r= .31) were above average compared with other educational innovations for cognitive and especially affective and behavioral outcomes. Methodological and sample features accounted for some of the variability. *** Cultivating caring relationships between teachers and secondary students with emotional and behavioral disorders: Implications for research and practice.
Abstract Educating secondary students with emotional and behavioral disorders (EBD) is often an overwhelming task that places high demands on teachers. Existing research on effective social-emotional/behavioral and academic interventions for students with EBD is limited but expanding. Unfortunately, school and life outcomes for these students are dismal compared to other students. Certainly, there is much to learn about achieving positive outcomes for students with EBD. This article examines the potential role that caring teacher–student relationships have in achieving better outcomes for students with EBD within their current educational contexts. A rationale for why developing caring teacher–student relationships is important to improved outcomes for students with EBD is presented based on the current literature on caring teacher–student relationships. Potential barriers are delineated, followed by a summary of practices that serve as starting points for developing caring relationships between teachers and students with EBD. Last, research implications are suggested. *** Effective communication: The key to student management.
Abstract Four communication models that can be used by the teacher to manage classroom behavior are described on the following pages. Each model has individual differences, but more important, the author notes, are the communication skills common to all four. *** The classroom social environment and changes in adolescents' motivation and engagement during middle school.
Abstract The authors investigated how students’ (N = 233) perceptions of the social environment of their eighth-grade classroom related to changes in motivation and engagement when they moved from seventh to eighth grade. In general, prior motivation and engagement were strong predictors of subsequent motivation and engagement, whereas gender, race, and prior achievement were not related to changes in motivation or engagement. A higher-order classroom social environment factor accounted for significant changes in all motivation and engagement outcomes. Four distinct dimensions of the social environment were differentially important in explaining changes in various indices of motivation and engagement. In general, however, students’ perceptions of teacher support, and the teacher as promoting interaction and mutual respect were related to positive changes in their motivation and engagement. Students’ perceptions of the teacher as promoting performance goals were related to negative changes in student motivation and engagement. Implications for recent educational reform initiatives were also discussed. *** Don't touch!
Abstract Chapter 4: Community Approaches Prevention effects of the child development project: Early findings from an ongoing multisite demonstration trial.
Abstract The Child Development Project is a comprehensive school program to reduce risk and bolster protective factors among children. It includes classroom, school, and family involvement elements that, collectively, help schools become caring communities of learners-environments that are characterized by supportive social relationships, a sense of common purpose, and a commitment to prosocial values; that are responsive to children's developmental and sociocultural needs; and that foster their resilience when confronted with stressful events and circumstances. The program was implemented in elementary schools from six school districts around the United States. Similar schools from these same districts served as a comparison group. Analyses of data on problem behaviors over a 3-year period indicated that the program was associated with significant reductions in student drug use and delinquency. Effects were strongest for students in the subset of schools that had made the greatest degree of progress in program implementation. *** Observations of bullying in the playground and in the classroom.
Abstract The present study employed naturalistic observations to compare bullying and victimization in the playground and in the classroom. The results indicated that there were more opportunities to observe aggression and receive and initiate aggression in the playground than in the classroom. The frequency of bullying was higher in the playground (4.5 episodes per hour) than in the classroom (2.4 episodes per hour). The nature of bullying reflected the constraints of the context (i.e. direct bullying was more prevalent in the playground and indirect bullying was more prevalent in the classroom). Being at the receiving end of aggression was more likely to occur in the playground as compared to the classroom. Nonaggressive children were more likely to bully in the playground, whereas aggressive children were more likely to bully in the classroom. There was no difference across context in the proportion of episodes of reinforcement with peers present or in the rate of peer and teacher intervention. The results highlight the necessity of a systemic intervention programme that addresses not only the individual characteristics of bullies and victims, but also the roles of the peer group, teachers and the school. *** Educational accountability and students with disabilities: Issues and challenges.
Abstract This article reviews current accountability policies pertaining to students who receive special education. The 1997 amendments to the Individuals with Disabilities Education Act and Title I of the No Child Left Behind Act of 2001 contain provisions that mandate the participation of students with disabilities in large-scale assessments and the public reporting of those students' performance along with other important educational outcomes. These new accountability requirements represent a major change from the traditional model of special education accountability that has been focused on system compliance with procedures. The article also discusses the technical, legal, and practical challenges to implementing the new accountability mandates. The authors conclude that despite the unknowns associated with new and more rigorous public scrutiny of special education outcomes, emerging evidence suggests that the changes will result in better educational outcomes for students with disabilities as well as a new, more integrated model for special education. *** Reconciling care and control: Authority in classroom relationships. Abstract One of the central ethical tensions that novice teachers face is how to care for their students while establishing and maintaining control. The author portrays one student teacher's intentions to care and control, analyzes the student teacher's caring actions, and proposes that teacher educators and prospective teachers have a responsibility to under stand the tensions and connections of caring and controlling. He describes some constraints on student teachers' power to care, examines how legitimate authority is established, and concludes with a commentary about the ethical responsibilities of teacher educators. *** Educational governance and democratic practice.
Abstract A preoccupation with academic quality has guided contemporary education reforms in the United States. This is hardly surprising, because political and business elites recognize that well-trained, high-skilled workers are crucial for regional competitiveness. Many parents have also come to see academic credentials as vital to their children's future well-being; they have thus sought more control over their children's schooling. As these changes have been occurring, others have voiced concerns about the state of civic engagement and democratic practice. With questions emerging over how public policies might promote democracy, the democratic function of public schooling has received renewed scrutiny. However; as yet, no effort has been made to explore the commensurability between reform efforts motivated by quality and accountability concerns and the growing discussion of education for democracy. This article begins that task, indicating where trade-offs must be made between goals and where goals could be advanced in mutually supporting ways. *** How effective are their strategies to discipline?
Abstract Few readers are familiar with the approaches of Glasser and Kohl to classroom discipline, believes this author, who first surveys their ideas on discipline and then evaluates them by reviewing both their strengths and weaknesses. *** The effects of service-learning on middle school students' social responsibility and academic success.
Abstract The effects of service-learning on social responsibility and academic success were investigated among a large, racially and socioeconomically diverse sample of students in Grades 6 through 8 in three middle schools. Over the school year, service-learning students maintained their concern for others’ social welfare, whereas control students declined on those concerns. Service-learning students, especially girls, also declined significantly less than did controls in their frequency of talking with parents about school. Compared with other students, students with substantial hours of service-learning, a lot of reflection, and a high degree of motivation attributed to service-learning, significantly increased their belief in the efficacy of their helping behaviors, maintained their pursuit of better grades and their perception that school provided personal development opportunities, and decreased less in their commitment to classwork. The results indicate that service-learning can positively affect students’ social responsibility and academic success. Chapter 5: Learning Approaches Positive discipline: A practical approach to disruptive student behavior. Abstract An effective school discipline program must do more than simply react to problems that have occurred. A program underway at one Louisiana high school provides a preventive approach to handling student disruptions. That program is described. *** Enhancing classroom attentiveness by preselection of back-up reinforcers in a token economy.
Abstract The effects of different methods of selecting and exchanging back-up reinforcers are examined, with two mentally retarded children participating in a token economy in a special education class. In separate experiments each child received tokens contingent upon attentive behavior. The different methods of selecting and exchanging back-up reinforcers consisted of preselecting back-up events that were to be purchased in advance of earning the tokens versus selecting back-up events only after the requisite number of tokens had been earned. The two methods of selecting and exchanging back-up events were compared in separate simultaneous treatment designs for each child. The interventions were administered in the same phase, but balanced across the different time periods during which they were implemented. In each experiment preselecting back-up reinforcers prior to earning tokens led to higher levels of attentive behavior than did selecting back-up events after the tokens had been earned. Interpretations of the effects of preselecting back-up events that stressed the possible influence of making back-up events less remote in relation to the token-earning behaviors and the prompting function of the preselection procedure are discussed. *** A professional stance for positive discipline -- promoting learning. Abstract This writer offers advice on establishing a professional stance to create effective learning atmospheres and positive discipline, He describes a structure for designing staff development activities that focus on preventive strategies and positive relation ships with all students. *** Teacher acceptance of psychological interventions of varying theoretical orientation.
Abstract Acceptability to the client plays an important role in adherence to psychological interventions for atypical children. Previous research has established that teacher acceptance of psychological treatments varies as a function of the severity of the target problem, the time needed to implement the intervention and several other factors. The major objective of the current research was to expand the number and theoretical diversity of treatments surveyed. Three social learning methods (coaching, modeling and problem solving) were compared with two behavior modification techniques (time out and token reinforcement) and three traditional clinical treatments (family therapy, pharmacotherapy and play therapy), using the Treatment Evaluation Inventory (Kazdin, 1980a). Subjects were ten male and forty-three female regular and special education teachers from the Ottawa area. Participants listened to an audiocassette on which one of two hypothetical cases was described (either a withdrawn or an aggressive child), followed by a second cassette on which either seven (withdrawn child) or eight (aggressive child) possible interventions were suggested. Repeated measures ANOVAs indicated that teachers preferred family therapy over all other forms of intervention, and that pharmacotherapy was rated as the least acceptable. Teacher assignment, type of disorder and teachers' gender were also found to influence acceptability ratings. *** Dr. Elizabeth Bondy: Creating the responsive classroom.
Abstract *** Direct and observed reinforcement in the classroom: The interaction between information and reinforcement for socially approved and disapproved behaviors.
Abstract The modeling process was investigated in a normal classroom with regard to discriminative stimulus and information interpretations of the effects of the observed reinforcement contingencies. For each of two pairs of average IQ kindergarten girls, one received social reinforcement from an observer for appropriate, then inappropriate behavior. The sequence of procedures was then repeated with information about the contingency accompanying the reinforcer. Reinforcement of appropriate behavior in the target children increased appropriate behavior in both members of each pair. Reinforcement of inappropriate behavior in the target children increased inappropriate behavior in both members of each pair. Information added to the effectiveness of both procedures, particularly that involving inappropriate behavior. Discrepancies between these and previous results are discussed in terms of disinhibition, subject selection, and the salience of the model's behavior. Chapter 6: Developmental Approaches 3: Moral development.
Abstract *** The responsive classroom approach: A caring, respectful school environment as a context for development.
Abstract Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories. *** Aspects of piaget's theory that have implications for teacher education. Abstract Chapter 7: Organizational Approaches Examining the role of the classroom environment in the prevention of problem behaviors.
Abstract *** Creating a shared understanding of classroom management.
Abstract This article draws on a Norwegian project—in one primary and one lower secondary school—that had the aim of creating a shared understanding of classroom management and that resulted in a handbook on classroom management at each of these schools. Teacher reflection and teacher sharing were vital in this project initiated from the outside yet relying on bottom-up strategies. Three topics are studied: procedures of the projects, teacher experiences with procedures and teachers’ perceptions of learning opportunities in the project. Data was collected using interviews, questionnaire and log from the process. Results show that, although the main project work was carried out by the teachers the role of the principal was vital during the whole process. Furthermore, the findings of the project suggest organised work needs to continue after the project has ended. *** Explorations in classroom management.
Abstract Chapter 8: The Classroom Systems Approach Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies.
Abstract This article shows that 35 years of empirical research on teacher expectations justifies the following conclusions: (a) Self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time, and they may be more likely to dissipate than accumulate; (b) powerful self-fulfilling prophecies may selectively occur among students from stigmatized social groups; (c) whether self-fulfilling prophecies affect intelligence, and whether they in general do more harm than good, remains unclear, and (d) teacher expectations may predict student outcomes more because these expectations are accurate than because they are self-fulfilling. Implications for future research, the role of self-fulfilling prophecies in social problems, and perspectives emphasizing the power of erroneous beliefs to create social reality are discussed. *** A systemic perspective of solving problems in the school.
Abstract Administrators can solve some of the chronic, interpersonal problems they face daily by using concepts from the systems theory and techniques developed by systemic family therapists. *** Salvador Minuchin: Practitioner and theoretician.
Abstract Salvador Minuchin, MD, has been a founding parent in the family therapy movement since the 1950s. In this interview, Minuchin rejects on his attraction to the field of family therapy, his views on affecting societal issues, as well as his work as a practitioner and trainer. Chapter 9: Cultural Approaches Genres of research in multicultural education.
Abstract This article develops a conceptual framework of research genres that illustrate the complex multidisciplinary roots of multicultural education. The primary objective is to provide educational researchers and teacher educators with a lens as they design new (or rethink existing) inquiry and teacher preparation programs in the meta-disciplinary field of multicultural education. Other objectives are to encourage multicultural theoreticians to consult a range of original research (as opposed to other theoreticians and secondary or tertiary sources in the field), and to underscore hopeful possibilities for practice. The framework also invites a rethinking of the genres as conceptualized in this paper. The proposed genres originate from the author’s immersion in multi-cultural theory, research, and practice spanning over three decades. Examples of research are included to clarify the nature of the genres, as well as the interactive connections across genres within the framework as a whole and implications for practice. *** Mrs. Boyd's fifth-grade inclusive classroom: A study of multicultural teaching strategies.
Abstract Public school students are increasingly heterogeneous in their family structure and the social, cultural, ethnic, and economic diversity they bring to the class-room. Inclusive classrooms broaden this scope to encompass behavioral, intellectual, and physical diversity. Educators who are committed to providing each student with an equal opportunity for success frequently seek and experiment with accommodation methods that use creative management, instruction, and assessment strategies to foster academic proficiency and social responsibility. This case study of one exemplary multicultural fifth-grade classroom teacher provides educators with accommodation activities that support and encourage all students without limiting or impeding their academic or social development. *** Cross cultural competency and multicultural teacher education.
Abstract Teachers require support as they face the challenge of effectively teaching diverse students in their classrooms. Teacher-educators have used various methods to foster change in teachers' thinking, attitudes, and behaviors regarding cultural diversity, but these efforts have produced mixed results because they often focused on content rather the process of cross-cultural learning. The purpose of this review is to examine three process-oriented models that have been used to describe and measure the development of racial identity and cross-cultural competence. These models include Helm's model of racial identity development, Banks's Typology of Ethnicity, and Bennett's Developmental Model of Intercultural Sensitivity. Research using the models revealed insights for multicultural teacher education in assessing readiness to learn, designing effective learning opportunities, and providing appropriate support and challenge for teachers. *** Multicultural special education: Effective intervention for today's schools.
Abstract In this era of accountability, schools are challenged to leave no child behind, which includes making schools more responsive to students' needs. For many multicultural learners, the noble ideal of leaving no child behind has not yielded the desired dividends in general and special education. The processes of identification, assessment, categorization, placement, and instruction have tended to downplay their cultural and linguistic differences. This article focuses on multicultural special education as an effective intervention for today's schools. *** Efficacy of multicultural education for preschool children: A domain-specific approach.
Abstract The efficacy of multicultural curricula for the development of "racial expertise" was examined in 79 pre-school children. Children in preschools with multicultural and emergent curricula (n = 43) were compared with children in preschools with multicultural but no emergent curricula (n = 20) and children in preschools with neither multicultural nor emergent curricula (n = 16) in their responses to the Multi-Response Racial Attitude Scale and domain-specific measures of racial groups knowledge. Results suggest children in preschools with both multicultural and emergent curricula have more domain-specific racial knowledge but not less biased attitudes than other preschool children. *** Culturally sensitive research approaches: An African-American perspective.
Abstract This article contributes to discussions about culturally sensitive research approaches in qualitative research. The author argues that the use of culturally sensitive research approaches in research focusing on African Americans can use the cultural knowledge and experiences of researchers and their participants in the design of the research as well as in the collection and interpretation of data. The author presents a rationale for the use of culturally sensitive research approaches for African Americans, a theoretical framework for culturally sensitive research approaches, and a discussion of culturally sensitive research in practice. This article concludes by discussing some implications for teaching and practice in educational research. *** Toward a conception of culturally responsive classroom management.
Abstract Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one’s own ethnocentrism; (b) knowledge of students’ cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research. Chapter 10: The Medical Model and Organic Approaches to Behavior Management Cross-cultural perspectives on the classification of children with disabilities: Part I. Issues in the classification of children with disabilities.
Abstract This article is the first of a 2-part synthesis of an international seminar on the classification of children with disabilities. It synthesizes 6 papers that address broad questions relating to disability classification and categorization, cross-national comparisons on disability in education, the World Health Organization's International Classification of Functioning, Disability and Health (ICF), and Amartya Sen's capability approach. The focus of the article is the intentions, purposes, and future directions for disability classification in education. The authors argue that these advances offer researchers and policy-makers the opportunity to examine the relational nature of disability classification in any recalibration of statutory standards or educational policy reforms. Such developments are necessary to move beyond discrete categorical classification systems traditionally used in education that (a) do not recognize the complexity of human differences, (b) unnecessarily stigmatize children, and (c) do not always benefit the individuals who are classified. *** Attention-deficit/hyperactivity disorder: An educational cultural model. Abstract This article gives a brief history and background of Attention Deficit Hyperactivity Disorder (ADHD) in childhood. A review of the medical model, including the diagnostic criteria and recommended protocols for treatment, is presented. An educational cultural model based on a holistic approach in assessing causes of hyperactivity and inattention is described. The Educational Cultural Model (ECM) synthesizes the effects of significant extrinsic factors in the life of the child, such as family dynamics, societal influences, and the educational system, and intrinsic factors, such as individual temperament, energy levels, learning style, giftedness, and personal interests. In addition to the primary purpose of comparing the medical model of ADHD to the conceptual ECM, this article is designed to stimulate thinking about different ways to view ADHD. *** Cross-cultural perspectives on the classification of children with disabilities: Part ii. Implementing classification systems in schools. Abstract This article is the second in a 2-part synthesis of an international comparative seminar on the classification of children with disabilities. In this article, the authors discuss classification frameworks used in identifying children for the purpose of providing special education and related services. The authors summarize 7 papers that addressed aspects of disability classification in educational systems in the United States and the United Kingdom. They discuss current policies for determining which children receive special education services, the origins and evolution of these policies, and current dilemmas and challenges associated with classification schemes and the provision of special education. The authors also describe emerging data and possible models and practices that might be used in educational systems. They conclude with the recognition that both formal and informal educational classification systems will continue to be required within a system that must address the competing priorities of individual needs and the broader social and community goals of education. However, as was argued in the previous article, by understanding the mix of intentions that underpin these policies, as well as periodically reviewing the norms that underlie them, it may be possible to move classification to descriptors that can be used to efficiently and effectively define educational needs and distribute resources. *** Retrieval, automaticity, vocabulary elaboration, orthography (rave-o): A comprehensive, fluency-based reading intervention program.
Abstract The most important implication of the double-deficit hypothesis (Wolf & Bowers, in this issue) concerns a new emphasis on fluency and automaticity in intervention for children with developmental reading disabilities. The RAVE-O (Retrieval, Automaticity, Vocabulary Elaboration, Orthography) program is an experimental, fluency-based approach to reading intervention that is designed to accompany a phonological analysis program. In an effort to address multiple possible sources of dysfluency in readers with disabilities, the program involves comprehensive emphases both on fluency in word attack, word identification, and comprehension and on automaticity in underlying componential processes (e.g., phonological, orthographic, semantic, and lexical retrieval skills). The goals, theoretical principles, and applied activities of the RAVE-O curriculum are described with particular stress on facilitating the development of rapid orthographic pattern recognition and on changing children's attitudes toward language.
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