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.…

Teachers and school leaders frequently make decisions about which strategies will best support students who struggle academically or behaviorally, but evidence-based information about the quality of these strategies is not always available. Resources as the What Works Clearinghouse and the Regional Education Laboratories can help educators…

Principals seeking to establish an effective school climate must address these questions concerning school discipline: How committed is the staff to discipline outside the classroom? Are school policies clear to students? Do teachers engaged in student supervision have positive attitudes? Is discipline consistent? Are planning and supervision…

This book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling -- either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement. "Nurture Groups", originally devised and implemented in the…

A framework of ideas is presented that teachers can use in planning, diagnosing, and understanding the social aspects of instructional management. (JD)

Discipline is a crucial aspect of teachers' and students' classroom lives. Hong Kong secondary teachers, as elsewhere, are concerned with students' misbehaviour. This article examines teachers' constructs of classroom discipline and strategies adopted for behaviour management. Qualitative data were collected by interviews and classroom…

This review presents evidence that student nonverbal behavior may be an important component in the formation of teachers' impressions, attitudes, beliefs, and reciprocal behavioral expressions. Results of the studies are considered within the research on impression formation, communication theory, and classroom activity and participation…

Examination of disciplinary referrals reveals patterns involving the relationship of race and sex of both teachers and students with White female teachers making significantly more referrals than their Black male counterparts. Several questions for future study are raised. (JMF)

Instead of freeing teachers to teach, schools' bureaucratic organization may have inadvertently produced ritualized, mechanistic teaching that elicits only minimal compliance from students. Defensive teaching strategies, including fragmentation (teaching by lists), mystifying information, omitting controversial topics, and simplifying material,…

This paper examines research on teacher burnout, using the self-efficacy theory as the framework. It explains that designing a program to help teachers improve classroom management and thus prevent classroom disorder may contribute to the prevention of burnout. Chapter 1 introduces the issue of teacher burnout. Chapter 2 discusses burnout…

An educator of the gifted reflects on issues equally relevant to gifted students and their teachers including being stifled by misconceptions about giftedness, spending more time reflecting on future efforts than on current achievements, and awkwardness about using the term "gifted" in relation to self. (DB)

After viewing videotaped vignettes of classroom situations, 155 teachers rated severity, tolerance, manageability, and contagion factors related to a target child. Ratings indicated significant multivariate differences between regular/special education teachers and disruptive/nondisruptive behaviors, with regular educators being less tolerant and…

A 1980 study of special education teachers' reports on the availability and usefulness of several types of assessment information for emotionally disturbed/behaviorally disordered students was replicated and results compared. Overall progress was found, with notable increases in availability for types that teachers consider educationally relevant,…

Synthesizes the general results of a year-long study of teachers in a suburban high school in New York that explored teachers' perceptions of their roles and responsibilities. The findings are presented here to help principals better coordinate their efforts with teachers to improve schools. (WD)

A teacher describes his personal experience in working with black students in a community college classroom and how he responded to and dealt with his own uncomfortable feelings about a learning mode which differed from any he had previously encountered. (Editor/RK)