First-year urban secondary teachers’ responses to problematic behavior

References

• Adamson, R. M., McKenna, J. W., & Mitchell, B. (2019). Supporting all students: Creating a tiered continuum of behavior support at the classroom level to enhance schoolwide multi-tiered systems of support. Preventing School Failure, 63(1), 62–67. https://doi.org/10.1080/1045988X.2018.1501654
   Web of Science ®Google Scholar
• Atteberry, A., Loeb, S., & Wyckoff, J. (2017). Teacher churning: Reassignment rates and implications for student achievement. Educational Evaluation and Policy Analysis, 39(1), 3–30. https://doi.org/10.3102/0162373716659929
   Web of Science ®Google Scholar
• Boice, R. (1996). Classroom incivilities. Research in Higher Education, 37(4), 453–486. DOI https://doi.org/10.1007/BF01730110
   Web of Science ®Google Scholar
• Bourke, B. (2004). Positionality: Reflecting on the research process. The Qualitative Report, 19(33), 1–9. http://www.nova.edu/ssss/QR/QR19/bourke18.pdf
   Google Scholar
• Brantlinger, E., Jimenez, R., Klingner, J., Pugach, M., & Richardson, V. (2005). Qualitative studies in special education. Exceptional Children, 71(2), 195–207. https://doi.org/10.1177/001440290507100205
   Web of Science ®Google Scholar
• Brown, D. F. (2003). Urban teachers’ use of culturally responsive management strategies. Theory into Practice, 42(4), 277–282. https://doi.org/10.1207/s15430421tip4204_3
   Web of Science ®Google Scholar
• Browne, K. (2013). Challenging behaviour in secondary school students: Classroom strategies for increasing positive behaviour. New Zealand Journal of Teachers’ Work, 10(1), 125–147.
   Google Scholar
• Brunsting, N., Sreckovic, M., & Lane, K. (2014). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–712.
   Web of Science ®Google Scholar
• Burleigh, C. L., & Wilson, A. M. (2021). Teachers’ awareness in identifying microaggressive behaviors in K-12 classrooms. Social Psychology of Education, 24, 143–167. https://doi.org/10.1007/s11218-020-09604-9
   Web of Science ®Google Scholar
• Cavanagh, S. (1997). Content analysis: Concepts, methods and applications. Nurse Researcher, 4, 5–16. https://doi.org/10.7748/nr.4.3.5.s2
   PubMedGoogle Scholar
• Centers for Disease Control and Prevention. (2018, June 15). Youth risk behavior surveillance. https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf
   Google Scholar
• Cook, C. C., Coco, S., Zhang, Y., Fiat, A. E., Duong, M., Renshaw, T. L., Long, A. C., & Frank, S. (2018). Cultivating positive teacher-student relationships: Preliminary Evaluation of the Establish-Maintain-Restore (EMR) method. School Psychology Review, 47(3), 226–243. https://doi.org/10.17105/SPR-2017-0025.V47-3
   Web of Science ®Google Scholar
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
   PubMed Web of Science ®Google Scholar
• England, K. V. L. (1994). Getting personal: Reflexivity, positionality, and feminist research. The Professional Geographer, 46(1), 80–89. https://doi.org/10.1111/j.0033-0124.1994.00080.x
   Web of Science ®Google Scholar
• Fields, L. (2004). Handling student fights. Advice for teachers and administrators. The Clearing House, 75(6), 324–326. https://doi.org/10.1080/00098650409601239
   Google Scholar
• Florida Department of Education. (n.d). School district data. http://www.fldoe.org/schools/k-12-public-schools/school-dis-data.stml
   Google Scholar
• Franklin, B. (1735, February). Pennsylvania Gazette. http://www.jstor.org/stable/985213
   Google Scholar
• Fulchini, A. (2018). Exploring stress for novice teachers’ in low socio-economic elementary schools through breathing biofeedback. (Publication No. 5977). [Doctoral dissertation, University of Central Florida]. Electronic Theses and Dissertations. https://stars.library.ucf.edu/etd/5977
   Google Scholar
• Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. doi:10.1177/0022487102053002003
   Web of Science ®Google Scholar
• George, M. P., George, N. L., Kern, L., & Fogt, J. B. (2013). Three-tiered support for students with E/BD: Highlights of the universal tier. Education and Treatment of Children, 36(3), 47–62. https://doi.org/10.1353/etc.2013.0022
   Web of Science ®Google Scholar
• Glesne, C. (1999). Becoming qualitative researchers. An introduction. Longman.
   Google Scholar
• Hale, L. (2015, November 9). Behind the shortage of special ed teachers: Long hours, crushing paperwork. NPR Ed. https://www.npr.org/sections/ed/2015/11/09/436588372/behind-the-shortage-ofspecial-ed-teachers-long-hours-crushing-paperwork
   Google Scholar
• Keeler, C., & Kilbury, V. (2013). Harmonious parent relationships. Principal, 1, 32–34.
   Google Scholar
• Levin, J., & Nolan, J. F. (2014). Principles of classroom management. A professional decision making model. Pearson Education, Inc.
   Google Scholar
• Marciniak, A. (2015). Effective ways of dealing with discipline problems when teaching adolescent learners. World Scientific News, 7, 53–72.
   Google Scholar
• McKenna, J. W., Brighamn, F. J., Parenti, M., & Hott, J. (2019). Foundational assumptions for successful transition: Examining alternatively certified special educator perceptions. Advances in Special Education, 35, 185–204. https://doi.org/10.1108/S0270-401320190000035019
   Google Scholar
• McKenna, J., Muething, C., Flower, A., Bryant, D., & Bryant, B. (2015). Use and relationships among effective practices in co-taught inclusive high school classrooms. International Journal of Inclusive Education, 19(1), 53–70. https://doi.org/10.1080/13603116.2014.906665
   Web of Science ®Google Scholar
• Merriam, S. B., Johnson-Bailey, J., Lee, M. Y., Lee, Y., Ntseane, G., & Muhamed, M. (2001). Power and positionality: Negotiating insider/outsider status within and across cultures. International Journal of Lifelong Education, 20(5), 405–416. https://doi.org/10.1080/02601370120490
   Google Scholar
• Monroe, C. R. (2006). Misbehavior or misinterpretation? Closing the discipline gap through cultural synchronization Kappa Delta Pi Record, 42(4), 161–165.
   Google Scholar
• Monroe, C. R., & Obidah, J. E. (2004). The impact of cultural synchronization on a teacher’s perceptions of disruption: A case study of an African American middle school classroom. Journal of Teacher Education, 55(3), 256–268. https://doi.org/10.1177/0022487104263977
   Web of Science ®Google Scholar
• National Center for Education Statistics. (2019). Physical fights on school property and anywhere. https://nces.ed.gov/programs/coe/indicator/a12
   Google Scholar
• Nese, R. N. T., Bastable, E., Gion, C., Massar, M., Nese, J. F. T., & McCroskey, C. (2020). Preliminary analysis of an instructional alternative to exclusionary discipline. The Journal of at-Risk Issues, 23(1), 1–14.
   Google Scholar
• Partin, T. C., Robertson, M., Maggin, R. E., Oliver, R. M., & Wehby, J. H. (2010). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure, 54, 172–178. https://doi.org/10.1080/10459880903493179
   Google Scholar
• Perda, D. (2013). Transitions into and out of teaching: A longitudinal analysis of early career teacher turnover (Publication No. AAI3594959) [Doctoral dissertation, University of Pennsylvania]. ProQuest Dissertations and Theses Global. https://repository.upenn.edu/dissertations/AAI3594959
   Google Scholar
• Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2017). Sticky schools: How to find and keep teachers in the classroom: To improve teacher recruitment, performance, and retention, education policymakers should consider five proven strategies. Phi Delta Kappan, 98(8), 19–25.
   Google Scholar
• Robers, S., Zhang, J., & Truman, J. (2012). Indicators of School Crime and Safety: 2011 (NCES 2012-002/NCJ 236021). National Center for Education Statistics, U.S.
   Google Scholar
• Robson, C. (1993). Real world research. A resource for social scientists and practitioner-researchers. Blackwell Publishers.
   Google Scholar
• Rossman, G. B., & Rallis, S. F. (2003). Learning in the field. An introduction to qualitative research. Sage Publications.
   Google Scholar
• Ruder, R. (2006). Four steps to address student discipline. The Education Digest, 71(7), 32–35.
   PubMedGoogle Scholar
• Sandelowski, M. (1995). Qualitative analysis: What it is and how to begin? Research in Nursing & Health, 18(4), 371–375. https://doi.org/10.1002/nur.4770180411
   PubMed Web of Science ®Google Scholar
• Savage, T. V., & Savage, M. K. (2010). Successful classroom management and discipline: Teaching self-control and responsibility. Sage Publications.
   Google Scholar
• School Board of Duval County. (n.d). Notice regarding code of student conduct for school year 2021–2022. Duval County Public Schools. https://dcps.duvalschools.org/cms/lib/FL01903657/Centricity/Domain/11491/2021-22_Secondary_COSC_Final_v6_ADA_Compliant.pdf
   Google Scholar
• Shaw, J., & Newton, J. (2014). Teacher retention and satisfaction with a servant leader as principal. Education, 135(1), 101–106.
   Google Scholar
• Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health: A Multidisciplinary Research and Practice Journal, 3(2), 59–69. https://doi.org/10.1007/s12310-011-9051-z
   Google Scholar
• Shore, K. (n.d.). Dr. Ken Shore’s classroom problem solver. Education World. https://www.educationworld.com/a_curr/shore/shore040.shtml
   Google Scholar
• Short, R., Case, G., & McKenzie, K. (2018). The long-term impact of a whole school approach of restorative practice: The views of secondary school teachers. Pastoral Care in Education, 36(4), 313–324. https://doi.org/10.1080/02643944.2018.1528625
   Web of Science ®Google Scholar
• Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., & Putnam, B. (2015). Supporting and responding to behavior: Evidence-based classroom strategies for teachers. U.S. Office of Special Education Programs. http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
   Google Scholar
• Skiba, R. J., Poloni-Staudinger, L., Gallini, S., Simmons, A. B., & Feggins-Azziz, R. (2006). Disparate access: The disproportionality of African American students with disabilities across educational environments. Exceptional Children, 72, 411–424. https://doi.org/10.1177/001440290607200402
   Web of Science ®Google Scholar
• Spencer, J. (2015, April 9). The power of student conferencing. https://spencerauthor.com/the-power-of-student-conferencing/
   Google Scholar
• Sun, R. C. F., & Shek, D. T. L. (2012). Student classroom misbehavior: An exploratory study based on teachers’ perceptions. The Scientific World Journal, https://doi.org/10.1100/2012/208907
   Google Scholar
• Tanase, M. (2019). Addressing challenging behaviours in urban highschool classrooms through building relationships with students. Educational Studies, 47(3), 312–327. https://doi.org/10.1080/03055698.2019.1701992
   Web of Science ®Google Scholar
• Tanase, M. (2020a). Are urban teachers culturally responsive? SN Social Sciences, 1, 4–29. https://doi.org/10.1007/s43545-020-00007-3
   Google Scholar
• Tanase, M. (2020b). Dealing with student misbehavior in urban settings. Journal of Education and Practice, 11(7), 61–67. https://doi.org/10.7176/JEP/11-7-07
   Google Scholar
• Tanase, M. (2022). Culturally responsive teaching in urban secondary schools. Education and Urban Society, 54(4), 363–388. https://doi.org/10.1177/00131245211026689
   Web of Science ®Google Scholar
• Teaching Tolerance. (2016). Reframing classroom management: A toolkit for educators. Tolerance.org. http://www.tolerance.org/sites/default/files/TT_Reframing_Classroom_Managment_Handouts.pdf
   Google Scholar
• Ullucci, K. (2009). This has to be family: Humanizing classroom management in urban schools. Journal of Classroom Interaction, 44(1), 13–28. http://www.jstor.org/stable/23869287
   Google Scholar
• UNESCO. (2018). School violence and bullying: Global status and trends, drivers and con-sequences current. UNESCO15.
   Google Scholar
• US Department of Education. (2016, July). The state of racial Diversity in the education force. www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity workforce.pdf
   Google Scholar
• Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory into Practice, 42(4), 269–276. https://doi.org/10.1207/s15430421tip4204_2
   Web of Science ®Google Scholar
• Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2004). Toward a conception of culturally responsive classroom management. Journal of Teacher Education, 55(1), 25–38. https://doi.org/10.1177/00224871032598
   Web of Science ®Google Scholar