Classroom Management as a Field of Inquiry

By C. Evertson, Carol S. Weinstein. 2006

427 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/51f6727f17ffea598d363390354e5aa04887877f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Student-Centered and Teacher-Centered Classroom Management: A Case Study of Three Elementary Teachers. (2008, background): “Evertson and Weinstein (2006) contend that classroom management has two purposes—(1) the development of an orderly environment so that academic learning can take place and (2) the promotion of students’ social-emotional learning.”
RATES AND TYPES OF TEACHER PRAISE: A REVIEW AND FUTURE DIRECTIONS (2015, background): “However, many teachers are not adequately prepared to manage behavior problems in the classroom; some even enter the workforce without having taken a single course on behavior management (Barrett & Davis, 1995; Evertson & Weinstein, 2006; Houston & Williamson, 1993).”
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “Classroom management has been succinctly defined as ‘‘the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning’’ (Evertson and Weinstein 2006, p. 4).”
Classroom-Level Positive Behavior Supports in Schools Implementing SW-PBIS (2013, background): “However, many teachers are not adequately prepared to manage behavior problems in the classroom; some even enter the workforce without having taken a single course on behavior management (Barrett & Davis, 1993; Evertson & Weinstein, 2006).”
Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “However, many teachers are not adequately prepared to manage behavior problems in the classroom (Barrett and Davis 1995; Evertson and Weinstein 2006; Houston and Williamson 1992) causing a large number to leave the profession early in their careers (Ingersoll 2002).”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, neutral): “…of the current study support theguidelines that teachers should use small rather than intense corrections, behave as unaggressive as possible (Evertson & Weinstein, 2006), and should apply increased intensity of disciplinary actions only for intensified disruptive student behaviour (Créton…”
Construct Validation of the Behavior and Instructional Management Scale. (2010, background): “…defines classroom management as an umbrella term that encompasses teacher efforts to oversee the activities of the classroom including student behavior, student interactions and learning (Burden, 2000; Evertson & Harris, 1999; Evertson & Weistein, 2006; Good & Brophy, 2000; Iverson, 2003).”