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Pramesti Pradna Paramita, Umesh Sharma, Angelika Anderson & Stella Laletas. (2024) Factors influencing Indonesian teachers’ use of proactive classroom management strategies. International Journal of Inclusive Education 28:1, pages 38-56.
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Di Zhu, Jing Chi, Jing Xu & Licheng Shen. (2022) Classroom management in CFL education at all-girls secondary schools in the UAE. Cogent Education 9:1.
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Susmita Patnaik & Pearl Subban. (2023) Challenging Behaviours in Primary Classrooms: Examining Causal Attributions and Strategies Used by Primary School Teachers in India. Australasian Journal of Special and Inclusive Education 47:2, pages 78-95.
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Quan Qian, Kit-ling Lau & Pei Chen. (2022) Development and Validation of a Dichotomous Classroom Goal Structure Questionnaire Using the TARGET Framework. Journal of Psychoeducational Assessment 40:7, pages 839-852.
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Xin Chen & Linhai Lu. (2022) How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory. Learning and Individual Differences 98, pages 102183.
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Mohd Mahzan Awang, Abdul Talib Mohamed Hashim, Tan Kim Hua, Abdul Razaq Ahmad & Nordin Mamat. (2022) Observations of Strategies Used by Secondary School Teachers in Physical Classrooms to Promote Positive Behaviour. Sustainability 14:12, pages 7013.
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João A. Lopes & Célia Oliveira. (2021) Teacher and school determinants of perceived classroom discipline: a multilevel analysis of TALIS 2013. Learning Environments Research 25:1, pages 41-58.
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Xin Zhang, Wilfried Admiraal & Nadira Saab. (2021) University-School Partnership in China: Teachers’ Personal Factors, Working Conditions, and Principal Leadership That Explain Their Development in Teaching. Frontiers of Education in China 15:4, pages 621-646.
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Hui Wang & Nathan C. Hall. (2018) A Systematic Review of Teachers’ Causal Attributions: Prevalence, Correlates, and Consequences. Frontiers in Psychology 9.
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Wenying Zhou & Guofang Li. (2015) Chinese language teachers' expectations and perceptions of American students' behavior: Exploring the nexus of cultural differences and classroom management. System 49, pages 17-27.
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Rachel C.F. Sun. (2015) Teachers' experiences of effective strategies for managing classroom misbehavior in Hong Kong. Teaching and Teacher Education 46, pages 94-103.
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Afsaneh Ghanizadeh & Behzad Ghonsooly. (2013) A tripartite model of EFL teacher attributions, burnout, and self-regulation: toward the prospects of effective teaching. Educational Research for Policy and Practice 13:2, pages 145-166.
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Ramon (Rom) Lewis, Paul Montuoro & Patricia McCann. (2013) Self-predicted classroom behaviour without external controls: Imagining a ‘Lord of the Flies’ scenario. Australian Journal of Education 57:3, pages 270-291.
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Grete S. Vaaland & Erling Roland. (2013) Pupil aggressiveness and perceptual orientation towards weakness in a teacher who is new to the class. Teaching and Teacher Education 29, pages 177-187.
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