Examining Developmental Differences in Teachers’ Observed Classroom Management Strategies Across Elementary, Middle, and High School-Reference-Cited by-同舟云学术

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Examining Developmental Differences in Teachers’ Observed Classroom Management Strategies Across Elementary, Middle, and High School

Published:2022-09-21 Issue: Volume: Page:1-21
ISSN:2372-966X
Container-title:School Psychology Review
language:en
Short-container-title:School Psychology Review

Author:

McDaniel Heather L.¹^ORCID,Braun Summer S.²^ORCID,Bottiani Jessika H.¹^ORCID,De Lucia Danielle³,Tolan Patrick H.¹^ORCID,Bradshaw Catherine P.¹³^ORCID

Affiliation:

1. University of Virginia

2. University of Alabama

3. Johns Hopkins University

Funder

Institute of Education Sciences

National Institute of Justice

U.S. Department of Education and Spencer Foundation

Robert Wood Johnson Foundation

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/2372966X.2022.2100275

Reference97 articles.

1. Classroom composition and quality in early childhood education: A systematic review

2. Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary

3. Prevention of alcohol use in middle school students: Psychometric assessment of the decisional balance inventory

4. Maryland Statewide PBIS Initiative

5. A more general model for testing measurement invariance and differential item functioning.

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2. Supporting Student Social Emotional Learning and Development;School Psychology Review;2024-05-03

3. A Systematic Review and Narrative Synthesis of Single-Case Group Contingency Interventions Targeting Prosocial and Antisocial Behavior in School Children;Journal of Positive Behavior Interventions;2024-05-01

4. Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers;Assessment for Effective Intervention;2023-08-05

5. Contextual factors contributing to variability within middle school teachers' observed classroom management and student engagement;Psychology in the Schools;2023-07-18

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