Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline

References

• Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101–126.
   Web of Science ®Google Scholar
• Alvarez, A. J. (2017). “Seeing their eyes through the rearview mirror”: Identifying and responding to students’ challenging experiences. Equity and Excellence in Education, 50(1), 53–67.
   Web of Science ®Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. London, England: Longman.
   Google Scholar
• Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4, 359–373.
   Web of Science ®Google Scholar
• Berman, Paul, Milbrey Wallin McLaughlin, Gail V. Bass-Golod, Edward Pauly and Gail L. Zellman. Federal Programs Supporting Educational Change: Vol. VII: Factors Affecting Implementation and Continuation. Santa Monica, CA: RAND Corporation, 1977. https://www.rand.org/pubs/reports/R1589z7.html.
   Google Scholar
• Boutté, G. S., & Johnson, G. L. (2014). Community and family involvement in urban schools. In H. R. Milner & K. Lomotey (Eds.), Handbook of urban education (pp. 167–187). New York, NY: Routledge.
   Google Scholar
• Cooper, J. E. (2007). Strengthening the case for community-based learning in teacher education. Journal of Teacher Education, 58, 245–255.
   Web of Science ®Google Scholar
• Crosby, S. D., Day, A. G., Baroni, B. A., & Somers, C. L. (2015). School staff perspectives on the challenges and solutions to working with court-involved students. Journal of School Health, 85, 347–354.
   PubMed Web of Science ®Google Scholar
• Devine, J. (1996). Maximum security: The culture of violence in inner-city schools. Chicago, IL: University of Chicago Press.
   Google Scholar
• Dibapile, W. T. S. (2012). A review of literature on teacher efficacy and classroom management. Journal of College Teaching & Learning, 9, 79–92.
   Google Scholar
• Erwin, J. C. (2004). The classroom of choice: Giving students what they need and getting what you want. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Flett, G. L., & Hewitt, P. L. (2013). Disguised distress in children and adolescents “flying under the radar”: Why psychological problems are underestimated and how schools must respond. Canadian Journal of School Psychology, 28, 12–27.
   Google Scholar
• Ford, J. D., Chapman, J., Connor, D. F., & Cruise, K. R. (2012). Complex trauma and aggression in secure juvenile justice settings. Criminal Justice & Behavior, 39, 694–724.
   Web of Science ®Google Scholar
• Foster, K. C. (2008). The transformative potential of teacher care as described by students in a higher education access initiative. Education and Urban Society, 41, 104–126.
   Web of Science ®Google Scholar
• Fowler, D. (2011). School discipline feeds the” pipeline to prison”: As school discipline moves from the principal’s office to the courthouse, children are poorly served. Phi Delta Kappan, 93, 14–19.
   Google Scholar
• Gooden, M. A., & O’Doherty, A. (2015). Do you see what I see? Fostering aspiring leaders’ racial awareness. Urban Education, 50(2), 225–255.
   Google Scholar
• Howard, T. C., & Navarro, O. (2016). Critical race theory 20 years later: Where do we go from here?. Urban Education, 51(3), 253–273.
   Web of Science ®Google Scholar
• Iddings, A. C. D., Combs, M. C., & Moll, L. C. (2014). English language learners and partnerships with families, communities, teacher preparation, and schools. In H. R. Milner & K. Lomotey (Eds.). Handbook of urban education (pp. 188–196). New York, NY: Routledge.
   Google Scholar
• King, K. A., Harris-Murri, N. J., & Artiles, A. J. (2006). Proactive culturally responsive discipline. Denver, CO: National Center for Culturally Responsive Educational Systems (NCCREST). Retrieved from http://nccrest.org/Exemplars/exemplar_culturally_ responsive_discipline.pdf.
   Google Scholar
• Matias, C. E., & Liou, D. D. (2015). Tending to the heart of communities of color: Towards critical race teacher activism. Urban Education, 50(5), 601–625.
   Google Scholar
• McHugh, R. M., Horner, C. G., Colditz, J. B., & Wallace, T. L. (2013). Bridges and barriers: Adolescent perceptions of student–teacher relationships. Urban Education, 48, 9–43.
   Web of Science ®Google Scholar
• McNeely, C. (2005). Connection to school. In L. H. Lippman, K. A. Moore, L. Guzman, G. Matthews,& J. Hamilton (Eds.), What do children need to flourish? (pp. 289–303). New York, NY: Springer US.
   Google Scholar
• Milner, H. R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. The High School Journal, 86, 28–35.
   Google Scholar
• Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Milner, H. R. (2002). A case study of an experienced English teacher’s self-efficacy and persistence through “crisis” situations: Theoretical and practical considerations. High School Journal, 86, 28–35.
   Google Scholar
• Milner, H. R. (2013). Analyzing poverty, learning, and teaching through a critical race theory lens. Review of Research in Education, 37, 1–53.
   Web of Science ®Google Scholar
• Milner, H. R. (2014). Culturally relevant, purpose-driven learning & teaching in a middle school social studies classroom. Multicultural Education, 21, 9–17.
   Google Scholar
• Milner, H. R. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Milner, H. R. (2016). A Black male teacher’s culturally responsive practices. Journal of Negro Education 85(4) 417–432.
   Google Scholar
• Milner, H. R., Murray, I. E., Farinde, A. A., & Delale-O’Connor, L. (2015). Outside of school matters: What we need to know in urban environments. Equity & Excellence in Education, 48, 529–548.
   Web of Science ®Google Scholar
• Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms. Urban Education, 45, 560–603.
   Web of Science ®Google Scholar
• Milner, H. R., & Woolfolk Hoy, A. (2003). A case study of an African American teacher’s self-efficacy, stereotype threat, and persistence. Teaching and Teacher Education, 19, 263–276.
   Web of Science ®Google Scholar
• Murray, I. E., & Milner, H. R. (2015) Toward a pedagogy of sociopolitical consciousness in outside of school programs. Urban Review, 47, 893–913.
   Google Scholar
• Ozkol, H., Zucker, M., & Spinazzola, J. (2011). Pathways to aggression in urban elementary school youth. Journal of Community Psychology, 39, 733–748.
   Web of Science ®Google Scholar
• Schnurr, M. P., & Lohman, B. J. (2013). Longitudinal impact of toddlers’ exposure to domestic violence. Journal of Aggression, Maltreatment & Trauma, 22, 1015–1031.
   Web of Science ®Google Scholar
• Siwatu, K. O. (2011). Preservice teachers’ sense of preparedness and self-efficacy to teach in America’s urban and suburban schools: Does context matter? Teaching and Teacher Education, 27, 357–365.
   Web of Science ®Google Scholar
• Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and teacher education, 23, 1086–1101.
   Web of Science ®Google Scholar
• Skiba, R. J., & Knesting, K. (2001). Zero tolerance, zero evidence: An analysis of school disciplinary practice. New Directions for Student Leadership, 2001(92), 17–43.
   Google Scholar
• Skiba, R. J., Simmons, A., Staudinger, L., Rausch, M., Dow, G., & Feggins, R. (2003). Consistent removal: Contributions of school discipline to the school-prison pipeline. In School to Prison Pipeline Conference. Boston, MA.
   Google Scholar
• Skiba, R. J., & Williams, N. T. (2014). Are Black kids worse? Myths and facts about racial differences in behavior. Equity Project at Indiana University.Retrieved from http://www.indiana.edu/~atlantic/wp-content/uploads/2014/03/African-American-Differential-Behavior_031214.pdf
   Google Scholar
• Stachowski, L. L. & Mahan, J. M. (1998). Cross-cultural field placements: Student teachers learning from schools and communities. Theory into Practice, 37, 155–162.
   Web of Science ®Google Scholar
• Toshalis, E. (2012). The rhetoric of care: Preservice teacher discourses that depoliticize, deflect, and deceive. Urban Review, 44, 1–35.
   Google Scholar
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805.
   Web of Science ®Google Scholar
• Thoonen, E. E., Sleegers, P. J., Oort, F. J., Peetsma, T. T., & Geijsel, F. P. (2011). How to improve teaching practices the role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47, 496–536.
   Web of Science ®Google Scholar
• US Department of Education Office for Civil Rights (2016). 2013–2014 Civil Rights data collection: A first look Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf
   Google Scholar
• Waddell, J. (2013). Communities as critical partners in teacher education: The impact of community immersion on teacher candidates’ understanding of self and teaching in urban schools. Current Issues in Education, 16(2). Retrieved from http://cie.asu.edu/ojs/index.php/cieatasu/article/view/1198
   Google Scholar
• Wallace, T. L., & Chhuon, V. (2014). Proximal Processes in Urban Classrooms Engagement and Disaffection in Urban Youth of Color. American Educational Research Journal, 51, 937–973.
   Web of Science ®Google Scholar
• Watts, R. J., Williams, N. C., & Jagers, R. J. (2003). Sociopolitical development. American Journal of Community Psychology, 31, 185–194.
   PubMed Web of Science ®Google Scholar
• Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55, 25–38.
   Web of Science ®Google Scholar
• White House, Office of the Press Secretary, Weekly address. (2015). Working for meaningful criminal justice reform. Retrieved from https://www.whitehouse.gov/the-press-office/2015/10/17/weekly-address-working-meaningful-criminal-justice-reform
   Google Scholar
• Zeichner, K. (2010). Rethinking the connections between campus courses and field experiences in college-and university-based teacher education. Journal of Teacher Education, 61, 89–99.
   Web of Science ®Google Scholar