References
- Barbetta, P. M., K. L. Norona, and D. F. Bicard. 2005. “Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead.” Preventing School Failure: Alternative Education for Children and Youth 49 (3): 11–19.10.3200/PSFL.49.3.11-19
- Barnwell, P. 2009. “Fostering Positive Behavior in Middle School Classrooms.” Principal Leadership 9 (9): 32–34.
- Chalies, S., G. Escalie, S. Bertone, and A. Clarke. 2012. “Learning ‘Rules’ of Practice within the Context of the Practicum Triad: A Case Study of Learning to Teach.” Canadian Journal of Education 35 (2): 3–23.
- Charles, C. M. 2008. Today's Best Classroom Management Strategies: Paths to Positive Discipline. Boston, MA: Pearson Education.
- Chong, S., E. L. Low, and K. C. Goh. 2011. “Emerging Professional Teacher Identity of Pre-Service Teachers.” Australian Journal of Teacher Education 36 (8): 50–64.
- Conroy, M. A., K. S. Sutherland, A. L. Snyder, and S. Marsh. 2008. “Classwide Interventions: Effective Instruction Makes a Difference.” Teaching Exceptional Children 40 (6): 24–30.
- Cooper, J. E., and Y. He. 2012. “Journey of ‘Becoming:’ Secondary Teacher Candidates’ Concerns and Struggles.” Issues in Teacher Education 21 (1): 89–108.
- Cooper, K. 2003. “From Left Field to Safe at Home-Base: Building Community in the Preservice Classroom and Beyond.” Teacher Education Quarterly 30 (4): 83–94.
- Creswell, J. W. 1998. Qualitative Inquiry and Research Design: Choosing among Five Traditions. Thousand Oaks: Sage.
- Denton, P. 2007. The Power of Our Words: Teacher Language That Helps Children Learn. Turner Falls: Northeast Foundation for Children Inc.
- Denzin, N. K., and Y. S. Lincoln, eds. 2003. Collecting and Interpreting Qualitative Materials. 2nd ed. Thousand Oaks: Sage Publications.
- Flores, M. A. 2001. “Person and Context in Becoming a New Teacher.” Journal of Education for Teaching 27 (2): 135–148.10.1080/02607470120067882
- Flores, M. A., and C. Day. 2006. “Contexts Which Shape and Reshape New Teachers’ Identities: A Multi-Perspective Study.” Teaching and Teacher Education 22: 219–232.10.1016/j.tate.2005.09.002
- Friesen, M. D., and S. C. Besley. 2013. “Teacher Identity Development in the First Year of Teacher Education: A Developmental and Social Psychological Perspective.” Teaching and Teacher Education 36 (23): 23–32.10.1016/j.tate.2013.06.005
- Goldstein, L. S., and V. E. Lake. 2003. “The Impact of Field Experience on Preservice Teachers’ Understandings of Caring.” Teacher Education Quarterly 30 (3): 115–129.
- Huffman, S., M. Holifield, and A. Holifield. 2003. “Student Management: Teacher Interns Wrestling with Assumptions.” Education 124 (1): 120–125.
- Kagan, D. M. 1992. “Professional Growth among Preservice and Beginning Teachers.” Review of Educational Research 62 (2): 129–169.10.3102/00346543062002129
- Kriete, R. 2002. The Morning Meeting Book. Turner Falls: Northeast Foundation for Children Inc.
- Lave, J., and E. Wenger. 1991. Situated Learning: Legitimate Peripheral Participation. New York: Cambridge University Press.
- Luehmann, A. L. 2007. “Identity Development as a Lens to Science Teacher Preparation.” Science Education 91 (5): 822–839.10.1002/(ISSN)1098-237X
- Marzano, R. J. 2003. What Works in Schools: Translating Research into Action. Alexandria: ASCD.
- McDonald, T. 2010. “Positive Learning Framework: Creating Environments in Which All Children Can Thrive.” Reclaiming Children and Youth 19 (2): 16–20.
- McSweeney, F. 2012. “Student, Practitioner, or Both? Separation and Integration of Identities in Professional Social Care Education.” Social Work Education 31 (3): 364–382.10.1080/02615479.2011.557428
- Monroe, A. E., S. E. Blackwell, and S. K. Pepper. 2010. “Strengthening Professional Development Partnerships While Bridging Classroom Management Instruction and Practice.” The Professional Educator 34 (2): 18–26.
- Morton, L. L., R. Vesco, N. H. Williams, and M. A. Awender. 1997. “Student Teacher Anxieties Related to Class Management, Pedagogy, Evaluation, and Staff Relations.” British Journal of Educational Psychology 67: 69–89.10.1111/bjep.1997.67.issue-1
- Nelson, J., M. A. Lott, and S. Glenn. 2000. Positive Discipline in the Classroom: Developing Mutual Respect, Cooperation, and Responsibility in Your Classroom. New York: Three Rivers Press.
- Nolan, J. 1992. “Vulnerability Index: A Planning Tool for the Prevention of Classroom Management Problems.” Education 111 (4): 521–525.
- Paciotti, K. D. 2010. “Caring Behavior Management: The Spirit Makes the Difference.” The Delta Kappa Gamma Bulletin 76 (4): 12–17.
- Romano, M. E. 2005. “Preservice Teachers' Reflections on Observed ‘Bumpy Moments’ in Teaching: Implications for Teacher Education.” The Teacher Educator 40 (4): 257–277.10.1080/08878730509555365
- Ruohotie-Lyhty, M. 2013. “Struggling for a Professional Identity: Two Newly Qualified Language Teachers' Identity Narratives during the First Years at Work.” Teaching and Teacher Education 30: 120–129.10.1016/j.tate.2012.11.002
- Sapon-Shevin, M. 2010. Because We Can Change the World: A Practical Guide to Building Cooperative, Inclusive Classroom Communities. Thousand Oaks: Corwin.
- Shook, A. C. 2012. “A Study of Preservice Educators’ Dispositions to Change Behavior Management Strategies.” Preventing School Failure: Alternative Education for Children and Youth 56 (2): 129–136.10.1080/1045988X.2011.606440
- Siebert, C. J. 2005. “Promoting Preservice Teachers’ Success in Classroom Management by Leveraging a Local Union’s Resources: A Professional Development School Initiative.” Education 125 (3): 385–392.
- Sim, C. 2006. “Preparing for Professional Experiences – Incorporating Pre-Service Teachers as ‘Communities of Practice’.” Teaching and Teacher Education 22: 77–83.10.1016/j.tate.2005.07.006
- Soodak, L. C. 2003. “Classroom Management in Inclusive Settings.” Theory into Practice 42 (4): 327–333.10.1207/s15430421tip4204_10
- Strahan, D. B., M. H. Cope, S. Hundley, and C. V. Faircloth. 2005. “Positive Discipline with Students Who Need It Most: Lessons Learned in an Alternative Approach.” The Clearing House: A Journal of Educational Strategies, Issues and Ideas 79 (1): 25–30.10.3200/TCHS.79.1.25-30
- Tal, C. 2010. “Case Studies to Deepen Understanding and Enhance Classroom Management Skills in Preschool Teacher Training.” Early Childhood Education Journal 38: 143–152.10.1007/s10643-010-0395-z
- Taylor, S. J., and R. Bogdan. 1998. Introduction to Qualitative Research Methods. 3rd ed. New York: John Wiley and Sons.
- Unal, Z., and A. Unal. 2009. “Comparing Beginning and Experienced Teachers’ Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey.” The Educational Forum 73: 256–270.10.1080/00131720902991343
- Wenger, E. C. 1998. Communities of Practice. New York: Cambridge University Press.10.1017/CBO9780511803932
- Zeichner, K. 2010. “Rethinking the Connections between Campus Courses and Field Experiences in College and University-Based Teacher Education.” Journal of Teacher Education 61 (1–2): 89–99.10.1177/0022487109347671
- Zuckerman, J. T. 2007. “Classroom Management in Secondary Schools: A Study of Student Teachers’ Successful Strategies.” American Secondary Education 35 (2): 4–16.