Twenty years ago, Weinstein and associates' (2003) Culturally Responsive Classroom Management (CRCM) framework began a conversation regarding the lack of cultural neutrality within traditional classroom management practices. Despite the framework's growing attention throughout previous literature, there has yet to be substantive changes in U.S.…

Declining academic performance, along with a growing apathy of students toward the value of education, demonstrates that students in the United States public education system do not recognize the value of a positive experience in middle schools. A plethora of research and writing has been done on elementary schools and secondary schools, but…

The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate…

Like having a hidden camera in other teachers' classrooms, An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student…

Disruptive behaviors requiring intervention occur across multiple school systems, including individual students and classrooms. Such behaviors, including talking aloud in class, getting out of one's seat, or more serious behaviors, can be frustrating for other students as well as teachers, who are trying to help students meet ever-increasing…

Functional behavior assessment (FBA), although mandated by federal law in situations involving students with emotional and behavioral disorders, is not well defined in the literature in terms of how it should best be undertaken in widespread practice in schools. Functional behavior assessment can be defined as a process for determining the reason…

"Understanding the HighScope Approach" is a much needed source of information for those wishing to extend and consolidate their understanding of the HighScope Approach. It will enable the reader to analyse the essential elements of the HighScope Approach to early childhood and its relationship to quality early years practice. Exploring…

Article offers concrete suggestions for maintaining order in the classroom. (RW)

This guidebook shows K-8 teachers how to implement Morning Meeting in their own classrooms. Morning Meeting is a daily routine that brings students and teachers together in a circle to greet one another, share and respond to each other's news, think together, play together, and look forward to the events of the coming day. It is designed to build…

Presents situations from geometry classrooms resulting from observations of five geometry teachers and their classes. Concludes that some teachers are influenced by their beliefs, professional development experiences, and views about their own teaching. Contains 11 references. (ASK)

Presents the negative effects the classroom, as a way of structuring education, has on teachers and students, and suggests reorganizing the schools along the lines of research hospitals. (IRT)

Examines professional concerns related to improving children's knowledge of language, determining what knowledge children bring to a learning environment, and promoting children's joy of learning. (RL)

Practical classroom management suggestions are offered for beginning the day, ending the day or period, how students ask for help, how students turn in work, how pencils are handled, how students get permission to leave the room, and how different task completion rates can be handled. (DB)

Presented is an economic classroom model in which elementary children learn important social studies concepts by observing or helping with classroom routines. Twenty percent of the school day necessarily spent on routines can be saved using this model. (RM)

A school psychologist suggests 10 practical classroom management and instructional techniques that the regular class teacher can use to help a hyperactive child. (SJL)