Effective Instructional Strategies: From Theory to Practice
SAGE Journal Articles
Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. Journal articles can act as an ideal resource to help support your assignments and studies.
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Article 1: Gable, R., Hester, P., Rock, M., & Hughes, K. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195-205.
Abstract: Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.
Article 2: Midthassel, U.V. (2006). Creating a shared understanding of classroom management.
Educational Management Administration Leadership, 34, 365-383.
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.
Article 3: Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms.
Urban Education, 45, 560-603.
Abstract: Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that emerged in this study included the importance and centrality of teachers’ (a) understanding equity and equality, (b) understanding power structures among students, (c) immersion into students’ life worlds, (d) understanding the Self in relation to Others, (e) granting students entry into their worlds, and (f) conceiving school as a community with family members. The authors conclude the discussion with implications for teachers and researchers.
Article 4: Fuhr, D. (1993). Effective Classroom Discipline: Advice for Educators. NASSP Bulletin, 77 (549), 82-86.
Abstract: Top performing teachers understand and practice effective discipline. They search for what is "right" in a student's behavior, and build on that strength.
Article 5: Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55 (1), 25-38.
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.
Article 6: Babyak, A.E., Luze, G.J., & Kamps, D.M. (2000). The Good Student Game: Behavior Management for Diverse Classrooms. Intervention in School and Clinic, 35 (4), 216-223.
Abstract: The Good Student Game is an effective classroom management tool appropriate for meeting the diverse needs of today's classroom teachers. Based on empirically validated procedures, such as the Good Behavior Game and self-monitoring strategies, the Good Student Game is an easy-to-implement intervention designed to help elementary students stay on task. This article provides a description of the game, recommendations for playing the game, and results from three classrooms demonstrating the effectiveness of the game. Suggestions stress the importance of teaching students to identify and evaluate good student behaviors, as well as the need for teachers to provide students with supportive feedback.
Article 7: White, R., Algozzine, B., Audette, R., Marr, M.B., & Ellis Jr., E.D. (2001). Unified Discipline: A School-Wide Approach for Managing Problem Behavior. Intervention in School and Clinic, 37 (1), 3-8.
Abstract: Teachers are concerned about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the increasing level of diversity common in America's schools. Proactive, school-wide approaches are considered best practice in addressing the challenge of maintaining discipline. Unified Discipline is a promising schoolwide intervention designed to support administrators, teachers, and other school personnel in meeting these needs by establishing unified attitudes, expectations, correction procedures, and team roles. This article explains how to implement Unified Discipline as a school-wide approach to managing problem behavior.