Examining educators’ views of classroom management and instructional strategies: school-site capacity for supporting students’ behavioral needs

References

• Amador, J., Wallin, A., & Amador, P. (2015). Professional development of multi-experienced educators through a book study: Fostering mentoring relationships. Mentoring & Tutoring, Partnership in Learning, 23(4), 273–292. doi:10.1080/13611267.2015.1088323
   Web of Science ®Google Scholar
• Arizona Council for Exceptional Children (2017). Book study. Retrieved from http://www.azcec.org/book-study
   Google Scholar
• Author (2017). Using the Schoolwide Expectations Survey for Specific Settings to build expectation matrices. Manuscript under review.
   Google Scholar
• Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 3(3), 51–64.
   Google Scholar
• Barton-Arwood, S., Morrow, L., Lane, K. L., & Jolivette, K. (2005). Outcomes for project IMPROVE: Improving teachers’ ability to address student social needs. Education and Treatment of Children, 28, 430–443.
   Google Scholar
• Benner, G. J., Kutash, K., Nelson, J. R., & Fisher, M. B. (2013). Closing the achievement gap of youth with emotional and behavioral disorders through multi-tiered systems of support. Education and Treatment of Children, 36(3), 15–29.
   Web of Science ®Google Scholar
• Borthwick-Duffy, S., Lane, K. L., & Mahdavi, J. (2002). SKIL survey. Unpublished survey.
   Google Scholar
• Burns, M. K., Egan, A. M., Kunkel, A. K., McComas, J., Peterson, M. M., Rahn, N. L., & Wilson, J. (2013). Training for generalization and maintenance of RtI implementation: Front-loading sustainability. Learning Disabilities Research & Practice, 28(2), 81–88.
   Web of Science ®Google Scholar
• Colvin, G., & Scott, T. M. (2014). Managing the cycle of acting-out behavior in the classroom. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Crone, D. A., Hawken, L. S., & Horner, R. H. (2010). Responding to problem behavior in schools: The Behavior Education Program (2nd ed.). New York, NY: Guilford Press.
   Google Scholar
• Every Student Succeeds Act [ESSA] (2015). Public Law No: 114-95. A reauthorization of the elementary and secondary school act, 1965. Washington, DC: 114th Congress of the United States.
   Google Scholar
• Flood, J., & Lapp, D. (1994). Teacher book clubs: Establishing literature discussion groups for Teachers. The Reading Teacher, 47, 274–276.
   Web of Science ®Google Scholar
• Florida Department of Education (n.d.). Professional learning communities book study guide. Retrieved from http://www.broward.k12.fl.us/talentdevelopment/news/plc/PLC-Book-Study-Guidelines.pdf
   Google Scholar
• Forness, S. R., Freeman, S. F. N., Paparella, T., Kauffman, J. M., & Walker, H. M. (2012). Special education implications of point and cumulative prevalence for children with emotional and behavioral disorder. Journal of Emotional and Behavioral Disorders, 20(1), 4–18.
   Web of Science ®Google Scholar
• George, H. P., & Kincaid, D. K. (2008). Building district-level capacity for positive behavior support. Journal of Positive Behavior Interventions, 10(1), 20–32.
   Web of Science ®Google Scholar
• Gregory, A., Skiba, R. J., & Noguera, P. A. (2010). The achievement gap and the discipline gap two sides of the same coin? Educational Researcher, 39(1), 59–68. doi:10.3102/0013189X09357621
   Web of Science ®Google Scholar
• Grossman, P., Wineburg, S., & Woolworth, S. (2001). Toward a theory of teacher community. Teachers College Record, 103(6), 942–1012.
   Web of Science ®Google Scholar
• Harlin, R., Murray, R., & Shea, M. (2007). Broadening Teachers' views of diversity through multicultural book discussions. Childhood Education, 83(5), 299–303. doi:10.1080/00094056.2007.10522936
   Google Scholar
• Hopkins, W. G. (2002). A scale of magnitudes for effect statistics. Retrieved from the New View of Statistics Website: http://www.sportsci.org/resource/stats/effectmag.html
   Google Scholar
• Horner, R. H., & Sugai, G. (2015). School-wide PBIS: an example of applied behavior analysis implemented at a scale of social importance. Behavior Analysis in Practice, 8(1), 80–85. doi:10.1007/s40617-015-0045-4.
   PubMed Web of Science ®Google Scholar
• Keller, B. (2008). Book studies help teaches hone skills. Education Week, 27(38), 1–15.
   Google Scholar
• Klingner, J. K. (2004). The science of professional development. Journal of Learning Disabilities, 37(3), 248–255.
   PubMed Web of Science ®Google Scholar
• Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273.
   PubMed Web of Science ®Google Scholar
• Krezmien, M. P., Leone, P. E., & Achilles, G. M. (2006). Suspension, race, and disability: Analysis of statewide practices and reporting. Journal of Emotional and Behavioral Disorders, 14(4), 217–226.
   Web of Science ®Google Scholar
• Lane, K. L., Carter, E. W., Jenkins, A., Dwiggins, L., & Germer, K. (2015). Supporting comprehensive, integrated, three-tiered models of prevention in schools: Administrators perspectives. Journal of Positive Behavior Interventions, 17(4), 209–222. doi:10.1177/1098300715578916
   Web of Science ®Google Scholar
• Lane, K. L., Menzies, H., Bruhn, A., & Crnobori, M. (2011). Managing challenging behaviors in schools: Research-based strategies that work. New York, NY: Guilford Press.
   Google Scholar
• Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. New York, NY: Guilford.
   Google Scholar
• Lane, K. L., Oakes, W. P., Cantwell, E. D., & Royer, D. J. (2016). Building and installing comprehensive, integrated, three-tiered (Ci3T) models of prevention: A practical guide to supporting school success. Phoenix, AZ: KOI Education.
   Google Scholar
• Lane, K. L., Oakes, W. P., Royer, D. J., Cantwell, E. D., Menzies, H. M., & Jenkins, A. (2019). Using the Schoolwide Expectations Survey for Specific Settings to build expectation matrices. Remedial and Special Education, 40, 51–62. doi:10.1177/0741932518786787
   Web of Science ®Google Scholar
• Lane, K. L., & Walker, H. M. (2015). The connection between assessment and intervention: How does screening lead to better interventions? In B. Bateman, M. Tankersley, and J. Lloyd (Eds.). Enduring issues in special education: Personal perspectives. (pp. 283–301). New York, NY: Routledge.
   Google Scholar
• McIntosh, K., & Goodman, S. (2016). Integrating multi-tiered systems of support: Blending RTI and PBIS. New York, NY. Guilford Press.
   Google Scholar
• Merriam, S. B. (2001). Andragogy and self‐directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, Spring, 2001(89), 3–13.
   Google Scholar
• Shogren, K. A., Wehmeyer, M. L., & Lane, K. L. (2016). Embedding interventions to promote self-determination within multi-tiered systems of supports. Exceptionality, 24(4), 213–224. doi:10.1080/09362835.2015.1064421
   PubMed Web of Science ®Google Scholar
• Shoulders, T. L., & Krei, M. S. (2015). Rural high school teachers' self-efficacy in student engagement, instructional strategies, and classroom management. American Secondary Education, 44(1), 50–61.
   Google Scholar
• Skiba, R. (2000). Zero tolerance, zero evidence: an analysis of school disciplinary practice. Policy Research Report #SRS2. Bloomington, IN: Indiana Education Policy Center.
   Google Scholar
• Skiba, R. J. (2014). The failure of zero tolerance. Reclaiming Children and Youth, 22(4), 27–33.
   Google Scholar
• Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33(4), 357–370.
   Web of Science ®Google Scholar
• Sugai, G., Simonsen, B., Bradshaw, C., Horner, R., & Lewis, T. (2014). Delivering high quality school wide positive behavior support in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.) Handbook of research and practice for inclusive schools: Research and practice (pp. 306–321). New York, NY: Routledge.
   Google Scholar
• Suh, S., & Suh, J. (2007). Risk factors and levels of risk for high school dropouts. Professional School Counseling, 10(3), 297–306.
   Google Scholar
• Umbreit, J., & Ferro, J. B. (2015). Function-based intervention accomplishments and future directions. Remedial and Special Education, 36(2), 89–93. doi:10.1177/0741932514555024.
   Web of Science ®Google Scholar
• Yudin, M. (2014). PBIS: Providing opportunity. A keynote address presented at the National PBIS Leadership Forum: PBIS Building Capacity & Partnerships to Enhance Educational Reform. Rosemont, IL.
   Google Scholar
• Valdebenito, S., Eisner, M., Farrington, D., Ttofi, M., & Sutherland, A. (2015). School-based interventions for reducing disciplinary school exclusion: A systematic review. Oslo, Norway: The Campbell Collaboration.
   Google Scholar