Annotated Bibliography
Broome, J. L. (2013). A case study in classroom management and school involvement: Designing an art room for effective learning. Art Education, 66(3), 39-46. Retrieved from http://search.proquest.com/docview/1355279565?accountid=161
This case study is a seminar moment ushering in a new era of systematic research in classroom management. Boom in his work, critically analyzed the varied factors that influence the teacher-student relationship in a class. The main aim of his article is to design a new art room that could provide all specific foci to the subsequent advantages in classroom management. In his new design, Boom suggests that the crucially of the new classroom rules, student routines and prompt classroom environments as crucial elements for effective classroom management. He continues to denote that, both the physical and psychological security of the learners should be adhered to inform of inviting and comforting environment. These reasonable environments will encourage social contact and interaction in the classroom environment.
Ellen "Aileen" Curtin. (2005). Instructional styles used by regular classroom teachers while teaching recently mainstreamed ESL students: Six urban middle school teachers in texas share their experiences and perceptions. Multicultural Education, 12(4), 36-42. Retrieved from http://search.proquest.com/docview/216508969?accountid=1611
Curtin in his work presents the various elements of qualitative research study on the instructional methods used by regular classroom teachers in Texas to address the unique needs of ESL learners. The research was carried out in one of the economically disadvantaged urban settings in with more than 30% immigrant students. The study investigated how several regular teachers are often ill-equipped when teaching ESL students mainstreamed into the regular classes. The study revealed that interactive and didactic teachers had varied perception on how to handle ESL learners. Therefore, in his opinion, he suggests that teachers need to use multiple intelligences in order to attack the major domains of the learners and achieve reasonable results. He further insists on the stakeholders’ role in providing effective teachings to ESL students until they achieve proficiency level.
Keel, M. C., Dangel, H. L., & Owens, S. H. (1999). Selecting instructional interventions for students with mild disabilities in inclusive classrooms Focus on Exceptional Children, 31(8), 1-16. Retrieved from http://search.proquest.com/docview/224043715?accountid=1611
Keel and his Co-authors suggest that in order to select the most effective instructional intervention tools for learners with mild disabilities; teachers must be armed with relevant knowledge and skills that are potent. In his argument, the educator provides a comprehensive overview on the various diagnostic methods and various handling strategies to the learners with mild inabilities. The article provides an incisive research, but much analysis is required in order to validate most of its contents.
Lee, J. C., & Dimmock, C. (1999). Curriculum leadership and management in secondary schools: A hong kong case study. School Leadership & Management, 19(4), 455-491. Retrieved from http://search.proquest.com/docview/219034146?accountid=1611
In an articulate and an incised voice, the article examines the role of the management in curriculum monitoring and innovation. The empirical data analysis reveals that neither the principle nor the senior teachers played a significant role in monitoring or innovation in the curriculum. Therefore, the article opts for the government to restructure the school system and involve the school administration, organizations and government stakeholders in developing the curriculum.
Mensah, Y. M., Schoderbek, M. P., & Werner, R. H. (2009) A methodology for evaluating the cost-effectiveness of alternative management tools in public-sector institutions: An application to public education. Journal of Management Accounting Research, 21, 203-239. Retrieved from http://search.proquest.com/docview/210179154?accountid=1611
The qualitative study mainly addresses on the statistical approach of identifying the most cost-effective management tools in public-sector institutions. The central focus of the journal aims to create a link that exists between the inputs consumed and outcomes achieved in public schools. The journal also allows the closer scrutiny of the subject by the various stakeholders with conflicting objectives in public sector institutions. The journal empirical results reveal an insight on the possible controllable variables that have been used inefficiently by most of the education stakeholders. From the accounting stand-point, this journal article has managed to provide relevant information for prompt classroom management. However, the underutilized variables need to be addressed for improvement on school management performance.
Palumbo, A., & Sanacore, J. (2007) Classroom management: Help for the beginning secondary school teacher. The Clearing House, 81(2), 67-70. Retrieved from http://search.proquest.com/docview/196887496?accountid=1611
Palumbo & Sanacore 2007, in their work mainly addresses the relevance of providing prompt instructions to beginning secondary school teachers. The duo experienced secondary school teachers provide relevant suggestions that are focused classroom management to their juniors. In their work, they suggest that the newly recruited teachers need to help learners to become academically engaged, organize instruction that accommodate the learners strengths and weaknesses and finally motivate all the learners during the instructional activities. The authors use a qualitative approach to analyze their assumptions. The journal exclusively believes that making an effective teacher and classroom management are the most crucial elements for effective teaching.
Sawka, K. D., McCurdy, B. L., & Mannella, M. C. (2002). Strengthening emotional support services: An empirically based model for training teachers of students with behavior disorders. Journal of Emotional and Behavioral Disorders, 10(4), 223-232. Retrieved from http://search.proquest.com/docview/214902948?accountid=1611
This literature abounds to practices for improving the social and adaptive functioning of learners with the risks for developing emotional and behavioral disorders. Sawka et al. 2002 believes that training alone is not enough to equip the teacher with valid practices on how to handle such learners. Therefore, he carries out a valid empirical study of 64 school staff members in one of the urban areas. The results reveal that a combined consultation and active training is necessary in order to build the required capacity for these learners. The paper is valid in providing either pure or integrated classroom management to teachers.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to Practice1. Education & Treatment of Children, 31(3), 351-380. Retrieved from http://search.proquest.com/docview/202675482?accountid=1611
This paper portrays classroom management as one of the most critical skill that every educational instructor needs to possess. This journal mainly entails the results of systematic evidence-based literature outcomes that may be employed in classroom management practices. The journal recommends that teachers should be trained and supported to provide the best practices in classroom management. However, additional research exists; this paper may still provide sufficient evidence to be used in classroom adoption.
Trussell, R. P. (2008). Classroom universals to prevent problem behaviors. Intervention in School and Clinic, 43(3), 179-185. Retrieved from http://search.proquest.com/docview/211715843?accountid=1611
The Trussell article mainly addresses the need to incorporate the universal environment set-up that provides a holistic support to the learner. In the universal design, Trussel suggests that teacher instructional practices are quite vital in preventing the occurrences of problem behaviors. The paper provides a clear description on the consistent and collective application of universal design to achieve effective classroom.
Wilhite, K., Braaten, S., Frey, L., & Wilder, L. K. (2007). Using the behavioral objective sequence in the classroom Intervention in School and Clinic, 42(4), 212-218. Retrieved from http://search.proquest.com/docview/211749593?accountid=1611
This paper explores the new tools that teachers require using in class while addressing learners with behavioral challenges. Therefore, the journal postulates Behavioral Objective Sequence as the user-friendly tool to provide a development perspective to respond to the behaviors. The BOS scan is capable of assessing the student functioning level, the various students’ special eligibility for appropriate referrals and provides an appropriate environment for Individualized Education Programs. As determined by this article, the value of using the BOS is a precursor to positively oriented goals.
