1 Introduction A Frightening Conclusion I have come to a frightening conclusion. I am the decisive element in the classroom.

It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a childs life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de escalated, and a child humani!ed or de humani!ed. "aim #inot, $etween %eacher and Child Classroom management has received a great amount of attention in recent years and is currently the number one problem for educators in America. &hen one attempt to define the term classroom management, one immediately assumes it is the need to discipline negative behavior in the classroom. &hat do I have to do to get students to apply themselves to their work and stop fooling around and being disruptive' ()stablishing a well organi!ed plan for classroom management at the outset of the year is essential for a peaceful and calm classroom that is conducive to instruction and learning for students with a variety of academic, social, and behavioral needs* + Capi!!a, ,--. p. /0. Although, students negative behavior and negative attitude is a major component, classroom management is the concern of how things are done in the classroom, rather than the concern of how students behave. Classroom management has no

2 penalties or rewards, where as discipline has penalties and rewards. From the students perspective, effective classroom management involves clear communication of behavioral and academic e1pectations, as well as a cooperative learning environment +Allen, ,-/-0. 2any teachers devote a disproportionate amount of time and energy disciplining their class rather than managing their class. According to 3emov +,-/-0 great teaching is an art. (#reat art relies on the mastery and application of foundational skills learned individually through diligent study +3emov, ,-/-, p. /0.* An effective teacher has mastered the art of managing their classroom. 3et us consider a store owner. 4tore owners do not discipline a store5 they manage a store. 3et us consider a coach. Coaches do not discipline a team5 they manage a team. %eachers do not discipline a classroom5 they manage a classroom. )ffectively managing a classroom is possibly the most difficult aspect of the art of teaching. 6nce a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. 7esearch shows that the time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. In order for teachers to successfully teach and students to academically succeed5 an orderly classroom environment with minimum disruption to bring behavior under control is needed. %here must be a carefully planned techni8ue system of procedures, rules and routines that creates an atmosphere to learn. %he teacher is the key variable in the classroom. %his study will e1amine the progressive ideology that students should be able

3 to govern themselves and the conservative ideology of a structured classroom environment and their effects on students academic achievement.

4 Statement of Problem 6ur public schools are failing our students, particularly minority students from low income backgrounds. As prospective educators, in an urban environment, the educational ine8uality our students are facing is our greatest challenge. &e are prepared and dedicated to working towards closing the achievement gap between low income students and high income students and preparing all students to succeed in college. $efore we can do this we need to fully understand why our inner city schools are failing our children, particularly low income minority students' %here is a lack of classroom management being effectively enforced in elementary schools, thus, making daily instruction more challenging for the teachers and learning more challenging for the students. 6n a daily basis in service and pre service teachers are faced with disruptive behavior in their classroom, which results in wasted instructional time. 9ublic schools, especially in urban areas do not spend a sufficient amount of time establishing routines, rules and practicing procedures. 4tudents should not be e1pected to learn and master classroom procedures within the first week of school or be able to govern themselves. &ell thought out and planned procedures must be e1plicitly taught and practiced throughout the school year. 7esearchers believe, when there is a clear set of classroom management techni8ues in line, teachers can establish an effective learning environment.

5
(&hen teachers have a rich management and discipline repertoire, students become more self disciplined, minimi!ing the need to refer students to the office and ma1imi!ing instructional time with greater opportunities to teach and learn* +Freiberg, "u!inec, : %empleton, ,--.,p.;;0.

)ducators need to consider whether they have eliminated all instructional impediments and distractions in the classroom. It has been argued that establishing classroom procedures<routines and utili!ing actionable techni8ues, such as non verbal cues and positive framing, is e1tremely vital to an efficient and academically successfully classroom. "aving control of the two will lead to the ultimate instructional time in the classroom. &ill making use of every second in the classroom to instruct our students lead our students one step closer to closing the achievement gap and one step closer to going to college' &ill establishing procedures and utili!ing actionable techni8ues ensure academic success in your classroom'

6 Review of Related Literature

I.

%he need for Classroom 2anagement

&hen discussing tools to effective teaching that leads to authentic learning, no longer can the term classroom management go without significant acknowledgment. Classroom management is defined as a (multi faceted concept that includes the organi!ation of the psychical environment, the establishment of rules and routines, the development of effective relationships, and prevention of and responsive to misbehavior* +#arrett, ,--=, p.>?0. 2anaging behavioral issues have been problematic in classrooms across America for decades, and although, this is a prevalent issue in schools, there remains a lack of intervention. According to Capi!!a +,--.0, if you ask a group of teachers what they are most concerned about in their classrooms or schools, it is likely that student behavior will come up as one of the greatest@if not the greatest@issues. Arban schools are increasingly seeing more egregious student behavior, which., suggests the urgent need for effective classroom management, specifically in urban schools in high poverty area. It is believe that classroom management will be a greater challenge in for urban schools in high poverty neighborhoods because (the schools themselves are under greater pressure to maintain a safe, orderly, academic environment, and teachers may not be supported by the schools administration in building this environment* +&einer, ,-/-, p.>-;0. It is almost impossible for cooperating and pre service teachers to successfully complete a lesson

7 because too much time is spent on addressing disruptive behaviors. As pre service teachers in an urban school, we have e1perienced, firsthand, the need for a more effective classroom management system in the urban schools. A study conducted by &einer +,-/-0 to understand why classroom management is such a problem in the urban schools, found that (so much in the school environment undercuts the social norm re8uired for high academics functioning in urban classrooms, successful urban teachers must deeply embed classroom management in every aspect of classroom life, making the teaching of social skills a refle1ive part of instruction +p. >-.0. %he ideal classroom environment will have (fewer disruptions during instructional time, better teacher planning, classroom organi!ation, and student engagement, +this will0 allow for more learning time* +&einer, ,-/-, p.;B0. 4tudies have also shown that in a 8uest to understand many classroom behaviors one must consider classroom settings and 8ualities. Cowner, 3a 9aro, 9ianta, and 7imm Daufman +,--?0 argue that, (teachers in these higher 8uality classrooms use proactive approaches to disciplineE they establish stable routines, monitor their students carefully to keep them engaged, and manage behavior problems proactively* +>=-0. In their study on classroom settings and 8ualities to childrens behavior5 three pertinent findings were discovered. (First, classroom setting appears to be related to childrens engagement and behavior toward peers. 4econd, as classroom 8uality is graded higher, the occurrence of the problem behaviors +non compliance with teacher re8uests, off task behavior0 is reduced in structured teacher directed classroom and whole class settings. %hird, as classroom 8uality is

8 rated higher, the rate of childrens social conversation and cooperation with peers is greater in small group settings. %hese findings taken together, contribute to an understanding of the ways in which teachers decisions regulate childrens classroom behavior* +Cowner, 3a 9aro, 9ianta : 7imm Daufman, ,--?, p.>=.0. In Freiberg, "u!inec, and %empletons +,--.0 study, they used a program which emphasi!es preventing discipline problems before they begin and improving classroom climate. %hey concluded in their study that when an instructional management program Consistency 2anagement : Cooperative Ciscipline was implemented the elementary school students did better than the control students in reading and mathematics. "iggins and 2oule +,--.0 did a study to compare an education programs take on classroom management and what really goes on at an urban school pre service students attended. %he study notes that (%hey claimed that strong emotions, strict guidelines, and consistency +strategies, boundaries, routines, etc.0 led to students feeling both safe and comfortable in the classroom* +p./>?0. %he pre service teachers acknowledge the teachers to be (assertive, aggressive, and harsh* +p./>?0, but the strategies yielded high academic e1pectations. In another study done to get student teachers conceptions of classroom control, Fohnson +,--/0 found that one of the student teachers thought (providing them with fun lessons and unlimited choices, will allow for student growth and well run classrooms +Fohnson, ,--/, p.///0*.

II.

%he %hree Approaches to Classroom 2anagement

9 %hree approaches to classroom management, non interventionist, interventionist, and interactionist, currently in use in classrooms around the Anited 4tates were closely e1amined in Anal : Anals study. Although, the study was done to compare beginning and e1perienced teachers perceptions of classroom management beliefs and practices at an elementary school5 the study revealed the (three approaches to classroom interaction,* +Anal : Anal ,--., p.,?;0. %he non interventionist approach is used in a student centered environment. %he idea behind this approach is (for the teacher to demonstrate empathy toward students to devise compromises in an effort to provide opportunities for students to self correct inappropriate behaviors and learn to manage their own behaviors* +p.,?;0. According to Fohnson +,--/0 the non interventionist approach is also described as the nurturance conception of classroom control where (fun lessons and letting students decide, at the e1pense of classroom order +Fohnson, ,--/, p.///0*. %he interventionist approach is the e1act opposite and typically used in a more traditional teacher centered environment. According to Anal : Anal +,--.0, (the interventionist tends to take control of the situation by implementing immediately a disciplinary tactic to control behavior.* Cisciplinary tactics used by interventionist teachers to control the environment may include isolation, physical restraints, modeling, and reinforcement +p.,?;0. Fohnson +,--/0 describes this as a dominance conception of classroom control where, the personal power and authority of teachers is displayed by demanding students to listen, starting out strict and the use of punishment to keep students behaving well +p.///0. %he interactionist is between the non

10 interventionist and interventionist. %he interactionist approach to classroom management strives to find solutions that are satisfactory to both teacher and student, employing some of the same techni8ues as non interventionists and interventionists +p.,?=0. Fohnson +,--/0 lists this as the rule based conception to classroom control where, (emphasis is placed on the importance of establishing and consistently enforcing class rules5 well planned, well paced lessons5 and monitor students to prevent misbehavior from occurring* +p.///0. %his approach still allowed teachers to be nurturing while applying forms of discipline. Anal and Anal +,--.0 found (that neither beginner nor e1perienced teachers were found to be non interventionist on any of the subscales of classroom management* +p.,BG0. %he beginner teacher favored the interactionist approach while the e1perienced teacher favored the interventionist, (none of the groups were in favor of allowing students to have full control or to have the primary responsibility of developing their own rules* +Anal : Anal, ,--. p.,BG0.

III.

4upporters of %eacher Centered Classroom 2anagement

%he need for classroom management skills has not diminished during a time when school reform has put the spotlight on academic testing and student achievement. %here are many theorists and practitioners who are in favor of implementing strong classroom management practices. It is argued that an educator cannot be considered a highly 8ualified teacher without a mastery of sound best practice strategies for managing classroom time, space, and student

11 behavior +Allen ,-/-, Clement ,-/-, 3emov ,-/-0. Classroom management is essential for academic success, therefore (creating the best learning environment possible is the primary focus of the classroom teachers responsibility* +2artin, 2ayall, Hin, ,--B0. According to 3ewis 9almer, 2errell, 7einke +,--=0, classroom management is directly tied to levels of student involvement and academic achievement, making it an important component of teaching. &hen Clement +,-/-0 was immersed in her undergraduate teacher program >- years ago professors told their students that (if you write a good enough lesson plan, you wont have discipline problems.* %oday, >- years later, Clement +,-/-0 tells teacher education candidates that, (you will not even get to teach your perfectly written lesson plan if you dont have a classroom management plan in place.* A lack of effective classroom management practices leaves a breeding ground for negative adverse behaviors in the classroom such as bullying, which results in less instructional time, poor student performance. Classrooms that are managed in ways other than with an authoritative style, a bullying culture can develop. %here is a connection between how teachers treat their students, which is e1pressed through their classroom management approaches, and the presence or absence of bullying in a classroom. Classroom management practices contribute to a conte1t or culture that either promotes or discourages bullying +Allen, ,-/-0. Iot only are teachers accountable for students academic achievement, but, they are also e1pected to provide a safe and orderly learning environment5 given these facts classroom management is an understandable concern for novice teachers as well as e1perienced teachers +7osas : &est

12 ,--.0. 4tudies that investigated the impact of classroom management and bullying discovered that not only did classroom management correlate with whether bullying took place among students, but they also discovered that there was a mediating variable related to whether bullying occurred at all. %he mediating variable was the social structure of the class. %he social structure included the informal relationships that developed in the class. &hen teachers care about students, when they organi!e classrooms such that positive student relationships develop, and when they manage learning and behavioral issues in positive, educative ways, students are far less likely to engage or e1perience bullying +Allen, ,-/-0. "aving strong authoritative classroom management practices will allow teachers to achieve teaching e1cellence along both academic and social dimensions and may be the antidote to two pressing educational problems +&alker ,--.0. According to &alker +,--.0 the number of students who consistently e1perienced a classroom with high 8uality instruction and a healthy emotional climate was astonishingly lowE ;J. )ffective classroom management may be able to reduce the nations depressing student dropout rates. It has been proven that academics are not the only reason students drop out. Feelings of isolation and frustration also contribute to disengagement +7oeser, 2idgley, : Arfan /..B0. )ffective classroom management, according to &alker +,--.0, may also stem the alarming rates of teacher attrition and burnout as well. 4tudent misbehavior is a factor in teacher burnout and the decision of novice teachers to leave the profession +Allen, ,-/-0. As many as ?-J of new teachers leave the field within five years, and ,-J of those who stay say they would choose another profession if they could +I)A, ,-->0.

13 IK. 4upporters of 4tudent Centered Classroom 2anagement

Although, there are many supporters of an authoritative, teacher centered, approach to classroom management, there are also those who favor a more progressive, student centered approach to classroom management. %he argument against the traditional classroom management practices is that teachers are not effectively managing their class or teaching their students discipline. Cewey, Dilpatrick, and 2ontessori are amongst the theorists who believe children learn discipline by taking responsibility of their own learning. 2aria 2ontessori +/./,0 is a firm believer that (discipline must come through liberty* +p. ?>0. (&e call an individual disciplined when he is a master of himself, and can, therefore, regulate his own conduct when it shall be necessary to follow some rule of life* +2ontessori, /./,, p.G?0. 4he states this is something (difficult for followers of common school methods to understand* +p.G?0. 2ontessori +/./,0 worked to alter the hierarchy in a traditional classroom and move away from the traditional authoritarian role of the instructor. "er method re8uires educators to be passive observers who simply guide the students to knowledge as to not (suffocate the activity of +their0 pupils.* 2ontessoris pedagogy, as those of Cewey +/.>;0 and Dilpatrick +/./=0, follows a belief of constructivism rather than behaviorism. 2ontessori +/./,0 strongly encourages educators to be observers of students activities and not restrict the students mobility with unnecessary discipline. A student will learn when that student is actively engaged in an assignment, problem

14 solving and constructing their own understanding. 3earning does not take place as a form of animal training or in hopes of receiving meaningless rewards. Choi and 3ee +,--.0 mentions that the techni8ues oriented discourse and approach to classroom management oversimplifies the issue by assuming that everything about classroom management is a well structured problem +p. /->0. %he traditional, behaviorist, classroom management techni8ues have not caused significant changes in student behavior. 7ather, it has limited the ability of the learner to become self directed and self disciplined, a necessary condition for the use of more comple1 instruction in teaching and learning +Freiberg : 3amb ,--.0. Dilpatrick argues that if students are involved in social aims and their own purposeful learning, they will naturally develop moral responsibility and character education, +/./=, p.G;0. According to Cewey +/./B0, much work in school consist of setting up rules (by which pupils are to act of such a sort that even after the pupils have acted, they are not led to see the connection between the result +Cewey, /./B p.G/0.* According to Freiberg : 3amb +,--.0, a person centered classroom creates a balance between the wants of the teacher +the &0 and the efforts and needs of the students +the )0, forming a collective classroom &), including all persons in a classroom. A teacher centered approach to classroom management fails to create that balance. %eachers and students are urged to jointly construct a conte1t that is, an (ongoing dynamic accomplishment of people acting together with shared tools* +Coyle, ,--. :7ussell /..;0. %o achieve the goal of order +i.e., student cooperation0, a teacher must organi!e classroom life and recruit, invite, persuade, or convince the students to join forces with her or him in participating in events for specific periods

15 +Coyle, ,--., p. /?=0. A person centered classroom management approach is argued to facilitate higher achievement, have more positive learning environments with stronger teacher student relationships than teacher centered or traditional classrooms +Coyle ,--., Freiberg : 3amb ,--.0. According to Coyle +,--.0 the classroom is not simply a background or a container for teaching and learning, a neutral and synthetic space in which teachers and students happen to be. Classrooms, rather, are systems of interrelated activity segments that are tangible and powerful partners in construction of what happens in these environments +Coyle, ,--., p. /?;0. It is also argued that there is a need to establish (culturally responsive classroom management practices.* 3iterature on classroom management has paid very little attention to the issue of cultural diversity. 7esearchers, such as 2ilner : %enore +,-/-0, have argued that classroom management and diversity are inseparable.
(Conse8uently, teacher concerns about classroom management are sometimes e1acerbated in urban settings, where students languages, e1periences, ethnicities, religions, and abilities may be highly diverse and may or may not be shared by the teacher +2ilner : %enore, ,-/-, p. ?B/0.

According to 2ilner : %enore +,-/-0, %eachers are sometimes pressured and closely monitored by their administrators to follow a set frame of referral, discipline, and management, which can make it difficult for teachers to employ culturally responsive classroom management. %eachers can e1perience less than ideal support from administrator5 conse8uently, their students may believe that the teachers (forget to care* about them. In a highly structured classroom environment we run the risk of teachers giving information and students having little +if any0 voice and perspective in the learning environment. A study conducted by 9oulou +,--.0 revealed that skills which facilitate interpersonal and intrapersonal relationships such as ones

16 related to mutual respect, inclusion, influence or attentive listening are more fre8uently e1ercised than skills that promote a sense of community, according to teachers and students perceptions. %his approach can result in a vicious cycle that is tantamount to Freires +/..=0 notion that students are often passive participants in their own learning, with teachers constantly attempting to pour knowledge or information into (empty vessels.* (%he systemic and institutionali!ed nature of teachers work in urban and diverse schools seems to follow several layers. %he administration taking their cues from the superintendent who is interpreting national and state guidelines, for instance, has set of policies and e1pectations about how teachers classes out to run +e.g., 8uietly, orderly0, which creates a dilemma for teachers. 6ptimal learning can occur without student seated in silence. %eachers, in turn, in their attempts to meet institutional e1pectations develop and implement management strategies that reify systems of oppression and voicelessness among students. 4tudents, in turn, resist these systemic parameters, and chaos, disconnections, and +mis0management result. %he desire for order and control +Ioguera, ,-->0 on the classroom level can be connected to teachers goal to improve test scores. %eachers prepare students to follow directions and to (obey* orders for the world of work +Anyon, /.=-0, and these decisions can be motivated and shaped by institutional and systemic pressures far beyond teachers control, +2ilner : %enore, ,-/-, p. ?B. ?;-0.* K. 4upporters of a hybrid of %eacher centered and 4tudent centered classroom management

%here are theorists and practitioners who seek to marry the two schools of thought. )ffective classroom management according to %russell +,--=0, is implementing positive behavior support +9$40. 9ositive behavior support is a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior changes in our classroom +A.4. Cepartment of )ducation, ,---0. 3emov +,-/-0, provides educators with G. techni8ues that will assist a teacher in setting his<her classroom for success. According to 3emov +,-/-0, theres one suitable percentage of students following a direction given in your

17 classroomE /-- percent. If you dont achieve this, you make your authority subject to (interpretation, situation, and motivation.* A teachers goal is to get /-- percent compliance so that you can teach. %his is one of the popular techni8ues in 3emovs book that takes into consideration the teachers authority as well as the students emotions. 3emov provides teachers with si1 levels of the least invasive forms of intervention to achieve /--J compliance without out the constant, time consuming disruptions. %he first least invasive form of intervention is the nonverbal intervention, which can be a gesture or eye contact with off task students while doing something else. 9ositive group correction is the second least invasive intervention. %his is a 8uick verbal reminder to the group about what students should be doing and not what they shouldnt be doing +e.g., &ere following along in our books rather than Hou shouldnt be writing now0. Anonymous individual correction is a 8uick verbal reminder to the group that makes it e1plicit that not everyone is where they need to beE (&e need two people to track the speaker.* 9rivate individual correction is when and if you have to name names seek to correct privately and 8uietly. 3ightning 8uick public correction when you are forced to make individual student corrections during public moments limit the amount of time a student is onstageE* Fennifer I need your eyes,* is 8uick, confident and effective. %he ideal situation in a class, according to 3emov, is to solve a case of noncompliance 8uickly successfully and with the least possible disruption to the whole class. %he si1th and final form of intervention is the most invasive form, conse8uences. If a situation cannot be addressed 8uickly and successfully without a conse8uence, the conse8uence must be given so that instruction is not interrupted +3emov, ,-/-, p. /;G0.

18 Although, endless studies have been done on all three approaches to classroom management it is still our responsibility as action researchers to evaluate which approach is the most effective approach to classroom management and which approach to classroom management will lead to the academic success of our students.

Statement of Hypothesis "7/E 6ver a period of B weeks, 2s. 4t. 9ierre and 2s. &illiam will plan and deliver a series of lessons to a first grade class in two different settings +charter school and public school0. For the first half of the study, , weeks, the teachers will implement a progressive, student centered classroom environment5 where the students are allowed to govern themselves. Curing the second half of the study the teachers will implement a conservative, teacher centered classroom environment5 where a military style of discipline will be used. Curing the final , weeks the teachers will implement a hybrid of teacher centered and student centered classroom management5 where the students have procedures to follow and the teachers utili!e actionable techni8ues to manage the students behavior.

%he two teachers will assess their students in the form of test and other written work to ascertain which classroom management method yielded the best academic performances. %he two teachers will also do a comparative study to determine if their findings were similar.

19 "7,E Asing classroom management procedures and techni8ues during three four >G?min lesson a week for a B week period will increase academic success in reading and writing for /st grade students at 94 L in 2anhattan and L Charter 4chool in $rooklyn.

20 Method Participants %he researchers selected two first grade classrooms, one at a charter school and the other a public school to conduct the action research. L Charter school is located in $rooklyn, IH and 94 L is located in Iew Hork, IH. $oth classrooms have a total of ,G ,= students. %he research will take place within a si1 week period. %he first two weeks of the study the teachers will implement a student centered classroom management approach. %he ne1t two weeks of the study the teacher will implement a teacher centered classroom management approach. %he final two weeks of the study the teachers will implement a hybrid approach using the 3emov techni8ues. After each approach the teachers will assess the students academic achievement.

Instruments %here will be two surveys one for student and one for teacher. 4urveys will be distributed to students in both schools to get students feedback on some of the techni8ues they prefer in the classroom. %he goal of the survey is to assess how the students feel about the use of techni8ues and<or having the choice to self discipline. %he second survey will be completed by the teacher. %he goal is to assess the teachers take on what classroom management approach seems to be working in terms of achievement.

21 %he action research will be from B weeks covering a series of )3A phonics, reading and writing lessons four to five times a week for >- G? minutes. 7unning records and writing pieces will be analy!ed from both schools to determine the results.

Experimental Desi n

Procedure

22 7eferences
Allen, D. 9. +,-/-0. Classroom management, bullying and teacher practices. The Professional Educator, 34(1). Clement, 2. C. +,-/-0. 9reparing teachers for classroom managementE %he teacher educators role. Delta Kappa Gamma Bulletin, ;;+/0, G/ GG, Choi, I. , : 3ee, D. +,--.0. Cesigning and implementing a case based learning environment for enhancing ill structured problem solvingE classroom management problems for prospective teachers. Educational Technolo ! "esearch and De#elopment, / >/. 7etrieved from ) Fournals database. Capi!!a, A. 2. +,--.0. 4tart the year off rightE Cesigning and )valuating a supportive classroom management plan. $ournal of %ocus on E&ceptional 'hildren, 4( +>0, / /,. 7etrieved from ) Fournals database.

Cewey, F +/./B0. Cemocracy and )ducationE An Introduction to the 9hilosophy of )ducation. In F. 4hult!, ).*.+.".'.E.)E ,ota-le selections in Education , pp. >. GG.
Cowner, F. %., 3a 9aro, D. 2., : 9ianta, 7. C., 7imm Daufman, 4. ). +,--?0. %he Contribution of Classroom 4etting and Muality of Instruction to Childrens $ehavior in Dindergarten Classrooms. The Elementar! )chool $ournal, 1./+G0, >;; >.G. 7etrieved from ) Fournals database.

23

Coyle, &. +,--.0. 4ituated practiceE A reflection on person centered classroom management. Theor! 0nto Practice, 41, 1/231/4. #arrett, %. +,--=0. 4tudent centered and teacher centered classroom managementE A case study of three elementary teachers. $ournal of 'lassroom 0nteraction, 43 (1), 34345. Freiberg, ". F., "u!inee, C. A., : %empleton 4. 2. +,--.0. Classroom 2anagement@a 9athway to 4tudent AchievementE A 4tudy of Fourteen Inner City )lementary 4chools. The Elementar! )chool $ournal, 11.+/0, B> =-. 7etrieved from ) Fournals database Freiberg, ". F. , : 3amb, 4. 2. +,--.0. Cimensions of person centered classroom management. Theor! 0nto Practice, 41, 4431./. "ert!og, I. $. +,--;0. %ransporting pedagogyE Implementing the project approach in two first grade classrooms. $ournal of 6d#anced 6cademics, 11(4), /3.3/24. "iggins, D., : 2oule, F. +,--.0. (Io 2ore 2r. Iice #uy*E 9reservice %eachersN Conflict &ith Classroom 2anagement in a 9redominantly African American Arban )lementary 4chool. 7ulticultural Perspecti#es, 11 +>0, />, />=. 7etrieved from ) Fournals database. Fohnson, K. +/..G0. 4tudent %eachersN Conceptions of Classroom Control. $ournal of Educational "esearch, 11 +,0, /-. //;. 7etrieved from ) Fournals database. Dilpatrick, &. " +/./=0. %he 9roject 2ethod. Teachers 'olle e "ecord 3emov, C. +,-/-0. Teach li8e a champion9 44 Techni:ues that put students on the path to

24
colle e. 4an Francisco, CAE Fossey $ass. 3ewis 9almer, %. , 2errell, D. , : 7einke, &. 2. +,--=0. %he classroom check upE A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. )chool Ps!cholo ! "e#ie;, 35(3), 31/333(. 2artin, I. D. , 2ayall, ". : Hin, O. +,--B0. Classroom management training, teaching e1perience and genderE Co these variables impact teachers attitudes and beliefs toward classroom management style' 9aper presented atE The 6nnual 'onference of )outh;est Educational "esearch 6ssociation. Austin, %L. 2ilner, ". 7. , : %enore, F. $. +,-/-0. Classroom management in diverse classrooms. Arban )ducation, G?+?0, ?B- B->. 2ontessori, 2. +/./,0. The 7ontessori 7ethod. 4chocken $ooks, Inc. 9oulou, 2. 4. , +,--. 0. Classroom interactionsE %eachers and students perceptions. "esearch in Education, 1(, 1.331.2. 7osas, C. , &est. 2. +,--.0. %eachers beliefs about classroom managementE 9re service and in service teachers beliefs about classroom management. 0nternational $ournal of 6pplied Educational )tudies,/(1), /4321. %russell, 7. 9. +,--=0. Classroom Aniversals to prevent problem behaviors. 0nter#ention in )chool and 'linic, 43(3), 154311/. Anal, O. , : Anal, A. +,--.0. Comparing $eginning and )1perienced %eachersN 9erceptions of

25
Classroom 2anagement $eliefs and 9ractices in )lementary 4chools in %urkey. The Educational %orum, 53 +>0, ,?B ,;-. &alker, F. 2. %. +,--.0. Authoritative classroom managementE how control and nurturance work together. Theor! 0nto Practice, 41, 1((31(4. &einer, 3ois. &hy Is Classroom 2anagement 4o Ke1ing to Arban %eachers' Theor! into Practice, Kol. G,, Io. G, Classroom 2anagement in a Civerse 4ociety +Autumn, ,-->0, pp. >-? >/,.