LMS & Resources

Atlun, T. (2013). Exploring the effects of classroom culture on primary pre-service teachers’ professional development. Australian Journal of Teacher Education, 38(9), 37-54.

Berger, E. (2019). Multi-tiered approaches to trauma-informed care in schools: A systematic review. School Mental Health: A Multidisciplinary Research and Practice Journal, 11(4), 650–664. https://doi.org/10.1007/s12310-019-09326-0

Brown, K. M., & Wynn, S. R. (2009). Finding, supporting, and keeping: The role of the principal in teacher retention issues. Leadership and Policy in Schools, 8(1), 37-63. http://doi.org/10.1080/15700760701817371

Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community, (7th Ed.). John Wiley & Sons, Inc.

Cassetta, G., & Sawyer, B. (2015).  Classroom management matters: The social-emotional learning approach children deserve. Heinemann.

Christofferson, M., & Sullivan, A. (2015). Preservice teachers' classroom management training: A survey of self-reported training experiences, content coverage, and preparedness. Psychology in the Schools, 52(3).

Clandinin, J., Long, J., Schaefer, L., Downey, C. A., Steeves, P., Pinnegar, E., McKenzie Robblee, S. & Wnuk, S. (2015). Early career teacher attrition: Intentions of teachers beginning. Teaching Education, 26(1), 1-16. https://doi.org/10.1080/10476210.2014.996746

Cooper, J. T., Gage, N. A., Alter, P. J., LaPolla, S., MacSuga-Gage, A. S., & Scott, T. M. (2018). Educators' self-reported training, use, and perceived effectiveness of evidence-based classroom management practices. Preventing School Failure: Alternative Education for Children and Youth, 62(1), 13-24. http://doi.org/10.1080/1045988X.2017.1298562

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience.  Harper Perennial.

Dicke, T., Elling, J., Schmeck, A., & Leutner, C. D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers. Teaching and Teacher Education, 48, 1-12.

Dreikers, R. (1968). Psychology in the classroom: A manual for teachers. Harper & Row.

Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69), 55-74. https://doi.10.14689/ejer.2017.69.4

Feuerborn L. L., & Chinn D. (2012). Teacher perceptions of student needs: Implications for positive behavior supports. Behavior Disorders, 37, 219–231.

Feuerborn, L. L., Tyre, A. D., & Zečević, M. (2019). Factor validation of the Staff Perceptions of Behavior and Discipline (SPBD) Survey. Remedial and Special Education, 40(1), 32-39. https://doi.org/10.1177/0741932518775741

Flannery, K. B., Frank, J. L., Kato, M. M., Doren, B., & Fenning, P. (2013). Implementing schoolwide positive behavior support in high school settings: Analysis of eight high schools. The High School Journal, 96(4), 267-282. https://doi.org/10.1353/hsj.2013.0015

Freiberg, H. J., & Lamb, S. M. (2009). Dimensions of person-centered classroom management. Theory into Practice, 48(2), 99–105. https://doi.org/10.1080/00405840902776228

Garrett, T. (2008). Student-centered and teacher-centered classroom management: A case study of three elementary teachers. The Journal of Classroom Interaction, 43(1), 34–47.

Glasser, W. (1999). Choice theory: A new psychology of personal freedom. Harper Perennial.

Kaka, S. (2019). Classroom culture in the social studies classroom: The abilities of preservice teachers. The Councillor: A Journal of the Social Studies, 80(2), 1-18.

Katz, J. (2018). Ensouling our schools. Winnipeg, MB: Portage & Main Press.

Kaufman, D., & Moss, D. M. (2010). A new look at preservice teachers’ conceptions of classroom management and organization: Uncovering complexity and dissonance. The Teacher Educator, 45(2), 118-136. https://doi.org/10.1080/08878731003623669.

Keiler, L. S. (2018). Teachers’ roles and identities in student-centered classrooms. International Journal of STEM Education 5(1), 34. https://doi.org/10.1186/s40594-018-0131-6

Kohn, A. (1993, September). Choices for children: Why and how to let students decide. https://www.alfiekohn.org/article/choices-children/

Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Rinehart & Winston.

Kwok, A. (2017). Relationships between instructional quality and classroom management for beginning urban teachers. Educational Researcher, 46(7), 355-365. https://doi.org/10.3102/0013189X17726727

Larsen, E., & Allen. M. J., (2023). Circumventing erosion of professional learner identity development among beginning teachers, Teaching Education, 34(1), 78-94. https://doi.org/10.1080/10476210.2021.2011193

Lew, M. M., & Nelson, R. F. (2016). New teachers' challenges: How culturally responsive teaching, classroom management, & assessment literacy are intertwined. Multicultural Education, 23 (3-4), 7-13.

Madigan, D. J., & Kim, L. E. (2021). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, Article ID: 103425. https://doi.org/10.1016/j.tate.2021.103425

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96. 

McMahon, S. D., Davis, J. O., Peist, E., Bare, K., Espelage, D. L., Martinez, A., Anderman, E. M., & Reddy, L. A. (2020). Student verbal aggression toward teachers: How do behavioral patterns unfold? Psychology of Violence, 10(2), 192– 200. https://doi.org/10.1037/vio0000256

Morcom, L. A. (2017) Self-esteem and cultural identity in Aboriginal language immersion kindergarteners. Journal of Language, Identity & Education, 16(6), 365-380. https:doi.org./10.1080/15348458.2017.1366271

Moore, T. C., Wehby, J. H., Oliver, R. M., Chow, J. C., Gordon, J. R., & Mahany, L. A. (2017). Teachers’ reported knowledge and implementation of research-based classroom and behavior management strategies. Remedial and Special Education, 38(4), 222–232. https://doi.org/10.1177/0741932516683631

Nakamura, J., & Csikszentmihalyi, M. (2002). The concept of flow. In C. Snyder, & S. Lopez (Eds.), Handbook of Positive Psychology (pp. 89-105). New York, NY: University Press. 

Oral, B. (2012). Student teachers’ classroom management anxiety: A study on behavior management and teaching management. Journal of Applied Social Psychology, 42(12), 2901-2916.

Rinn, A. N., & Nelson, J. M. (2009). Preservice teachers' perceptions of behaviors characteristic of ADHD and Giftedness. Roeper Review, 31(1), 18-26.

Rose, D. H., & Meyer, A., Eds. (2006). A practical reader in Universal Design for Learning. Harvard Education Press.

Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: ASCD.

Schaefer, L., Long, J. S., & Clandinin, D. J. (2012). Questioning the research on early career teacher attrition and retention. Alberta Journal of Educational Research, 58(1), 106–121.  https://doi.org/10.11575/ajer.v58i1.55559

Shulyakovskaya, L. (2017). Millennial teachers in Canada: Why the youngest generation of Canadian professionals leave teaching. ProQuest Dissertations Publishing.          

Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2020). The effects of targeted professional development on teachers’ use of empirically supported classroom management practices. Journal of Positive Behavior Interventions, 22(1), 3-14.  https://doi.org/10.1177/1098300719859615

Sims, S., & Jerrim, J. (2020). TALIS 2018: Teacher working conditions, turnover and attrition. Statistical working paper. UK Department for Education.

Sims, W. A., Yu, R., King, K. R., Zahn, D., Mandracchia, N., Monteiro, E., & Klaib, M. (2023). Measuring classroom management in secondary settings: Ongoing validation of the direct behavior rating-classroom management. Assessment for Effective Intervention, 48(3), 149-158. https://doi.org/10.1177/15345084221118316

Skinner, B. F. (1965). Science and human behavior. The Free Press.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or Sticks: Restorative practices for positive classroom management. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).

Smith, S. (2017). Reflections for postgraduate students on writing an action research thesis. ALAR: Action Learning and Action Research Journal, 23(1), 61-76.

Stahnke, R., & Blömeke, S. (2021). Novice and expert teachers' noticing of classroom management in whole-group and partner work activities: Evidence from teachers' gaze and identification of events. Learning and Instruction, 74, 1-12. https://doi.org/10.1016/j.learninstruc.2021.101464

Tatto, M. T., Richmond, G., & Carter Andrews, D. J. (2016). The research we need in teacher education. Journal of Teacher Education, 67(4), 247–250. https://doi.org/10.1177/0022487116663694

Troxclair, D. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35, 58-64. https://doi.org/10.1080/02783193.2013.740603

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events. Educational Psychology Review, 33, 131–148. https://doi.org/10.1007/s10648-020-09542-0

Young, E. L. (2012). Positive behavior support in secondary schools a practical guide. Guilford Press.