How Important is Classroom Management?
This review looks at meta-analyses on the impact of classroom management and it's role in student achievement.
States, J. (2011). How Important is Classroom Management? Retrieved from how-important-is-classroom.
What behavior management factors reduce disruptive behavior?
This review looks behavior management practice elements that have the greatest impact on reducing disruptive student conduct.
States, J. (2011). What behavior management factors reduce disruptive behavior? Retrieved from what-behavior-management-factors.
Data-Based Decision Making for Students Social Behavioral Difficulties
This paper discusses methods for making valid data-based decisions for student social behavior.
Gresham, F. (2009). Data-Based Decision Making for Students Social Behavioral Difficulties [Powerpoint Slides]. Retrieved from 2009-wing-presentation-frank-gresham.
A multilevel investigation of teacher instructional practices and the use of the responsive classroom curriculum.
The Responsive Classroom is a specific curriculum designed to improve social skills of students and reduce problem behavior. This study evaluated the impact across several schools and classrooms.
Solomon, B. Klein, S., Marcotte, & Hintze, J. (2009). A multilevel investigation of teacher instructional practices and the use of the responsive classroom curriculum. Retrieved from student-research-2009-b.
Opportunities suspended: The devastating consequences of zero tolerance and school discipline policies. Report from a national summit on zero tolerance.
This is the first comprehensive national report to scrutinize the impact of strict Zero Tolerance approach in the America public school. This report illustrate that Zero Tolerance is unfair, is contrary to developmental needs of children, denies children educational opportunities, and often results in the criminalization of children.
Civil Rights Project. (2000). Opportunities suspended: The devastating consequences of zero tolerance and school discipline policies.
Harming Our Common Future: America's Segregated Schools 65 Years after Brown
The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color.
Frankenberg, E., Ee, J., Ayscue, J. B., & Orfield, G. (2019). Harming our Common Future: America's Segregated Schools 65 Years after Brown.
Restorative justice in Oakland schools. Implementation and impact: An effective strategy to reduce racially disproportionate discipline, suspensions, and improve academic outcomes.
This study examines the impact of The Whole School Restorative Justice Program (WSRJ). WSRJ utilizes a multi-tiered strategy. Tier 1 is regular classroom circles, Tier 2 is repair harm/conflict circles, and Tier 3 includes mediation, family group conferencing, and welcome/re-entry circles to initiate successful re-integration of students being released from juvenile detention centers.The key findings of this report show decreased problem behavior, improved school climate, and improved student achievement.
Jain, S., Bassey, H., Brown, M. A., & Kalra, P. (2014). Restorative justice in Oakland schools. Implementation and impact: An effective strategy to reduce racially disproportionate discipline, suspensions, and improve academic outcomes. Retrieved from http://www.rjtica.org/wp-content/uploads/2015/04/OUSD-RJ-Report-full.pdf
Empirically supported interventions and school psychology: Conceptual and practice issues Part II.
The authors present some conceptual and practice issues on the use of empirically supported interventions in school and community settings. Conceptual issues discussed include the foci of effective intervention studies, specification of interventions, and intervention manuals and procedural guidelines.
Kratochwill, T. R., & Stoiber, K. C. (2000). Empirically supported interventions and school psychology: Conceptual and practice issues—Part II. School Psychology Quarterly, 15(2), 233.
Practice guideline for the treatment of patients with schizophrenia
This guideline provide guideline for the treatment of patients with schizophrenia
Lehman, A. F., Lieberman, J. A., Dixon, L. B., McGlashan, T. H., Miller, A. L., Perkins, D. O., ... & Cook, I. (2004). Practice guideline for the treatment of partients with schizophrenia. American Journal of psychiatry, 161(2 SUPPL.).
Translating research into practice: the Schizophrenia Patient Outcomes Research Team (PORT) treatment recommendations.
These Treatment Recommendations, presented here in final form for the first time, are based on exhaustive reviews of the treatment outcomes literature and focus on those treatments for which there is substantial evidence of efficacy.
Lehman, A. F., Steinwachs, D. M., & Co-Investigators of the PORT Project. (1998). Translating research into practice: the Schizophrenia Patient Outcomes Research Team (PORT) treatment recommendations. Schizophrenia bulletin, 24(1), 1-10.
Tootling with a Randomized Independent Group Contingency to Improve High School Class-wide Behavior.
This paper examines the practice of “tootling.” Tootling is a peer-mediated classroom management practice designed to have students identify and then report on peer prosocial behavior. Students are taught to be on the look-out for peer behavior that met the criterion for being reinforced. When they witness prosocial behavior, they write it down on a piece of paper and turn it into the teacher. At the end of the class, three “tootles” are drawn from the lot and read out to the classroom. The results suggest that peer reinforcement had a positive impact on increasing appropriate student behavior, reducing disruptive conduct, and student engagement
Lum, J. D., Radley, K. C., Tingstrom, D. H., Dufrene, B. A., Olmi, D. J., & Wright, S. J. (2019). Tootling With a Randomized Independent Group Contingency to Improve High School Classwide Behavior. Journal of Positive Behavior Interventions, 21(2), 93-105.
The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students
This research from the Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project shows that the overuse of suspensions in California schools is harming student achievement and graduation rates, and causing billions of dollars in economic damage. The financial consequences of school suspensions, including both additional costs borne by taxpayers as a result of suspensions and lost economic benefit, are quantified. The impact of school suspension varies widely by school district, with California’s largest districts incurring the greatest losses. For example, suspensions in the Los Angeles Unified School District for a 10th grade cohort are estimated to cause $148 million in economic damage. The report calculates a total statewide economic burden of $2.7 billion over the lifetime of the single 10th grade cohort.
Rumberger, R., & Losen, D. (2017). The Hidden Cost of California’s Harsh School Discipline: And the Localized Economic Benefits from Suspending Fewer High School Students. The Center for Civil Rights Remedies at the Civil Rights Project, UCLA, and California Dropout Research Project.
Evidence-based practices in classroom management: Considerations for research to practice.
The purpose of this paper is to describe a systematic literature search to identify evidence-based classroom management practices.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.
Digest of Education Statistics 2017
This annual publication is thedefinitive compendium of data on virtually every aspects of education from pre-kindergarten through graduate school. Its chapters include: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Funds for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Use of Technology.
Snyder, T.D., de Brey, C., and Dillow, S.A. (2019). Digest of Education Statistics 2017 (NCES 2018-070). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Guidelines for schizophrenia: consensus or confusion?
The authors describe and compare the three major guidelines on schizophrenia that have been published in the United States: The American Psychiatric Association's Practice Guideline for the Treatment of Patients with Schizophrenia, the Expert Consensus Guidelines Series: Treatment of Schizophrenia, and the SchizophreniaPatient Outcome Research Team (PORT) Treatment Recommendations.
Weiden, P. J., & Dixon, L. (1999). Guidelines for schizophrenia: consensus or confusion?. Journal of Psychiatric Practice®, 5(1), 26-31.
Positive Behavioral Interventions and Supports (PBIS)
The Technical Assistance Center on PBIS provides support states, districts and schools to establish, scale-up and sustain the PBIS framework.