Student and Teacher Perspectives on Classroom Management

By A. W. Hoy, Carol S. Weinstein. 2006

210 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/89664ebdc286798bcb8c6e63dcc8fea655527de6

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In Education

Citations in the corpus

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school (2016, background): “A teacher who emphasizes constructivism and child-centered practices in the classroom is a supporter and sensitive facilitator of children’s academic skills development and views children as active contributors to their own learning (Woolfolk Hoy & Weinstein, 2011).”
How Do Teachers Support Students’ Motivation and Learning in Their Classrooms? (2011, background): “Interestingly, Woolfolk Hoy and Weinstein (2006) argued that classroom management is not only a requisite for effective instruction, it is reliant on positive relationships between teachers and students.”
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes (2016, background): “…asserting (1) that teaching experience does, indeed, influence noticing, processing, and interpreting classroom scenes and (2) that awareness of whether or not students’ closed their textbook conveys a limited conceptualization of classroom management (Brophy 1999; Woolfolk-Hoy and Weinstein 2006).”
Construct Validation of the Behavior and Instructional Management Scale. (2010, methodology): “It makes sense that the teacher's approach to instruction would be related to their methods of behavior management (Woolfolk Hoy & Weinstein, 2006).”
Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. (2016, background): “It is clear from the research on teachers’ and pre- service teachers’ beliefs about classroom management (Brophy, 1998; Flowerday & Shaw, 2000; Lyons & O’Connor, 2006; Woolfolk Hoy & Weinstein, 2006) that whilst they require continual training and support in using effective classroom management stra”
Keeping an Eye on Learning (2015, background): “Future research should examine both teachers’ and students’ perspectives on the classroom management concerns being raised, because the way these events are experienced and understood from each perspective do not always converge (Woolfolk-Hoy & Weinstein, 2006).”
Coercive and Supportive Teacher Behaviour: Within- and across-Lesson Associations with the Classroom Social Climate. (2011, unknown): “Recently, Woolfolk Hoy and Weinstein (2006) underscored the importance of the Authority and Care dimensions in the description of good teachers.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “Indeed, students themselves say, “teachers need to come off as someone who has control” (Woolfolk Hoy & Weinstein, 2006, p. 185), partly because they want the teacher to create an environment in which students feel safe.”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, background): “…the importance of self-regulation among both teachers and students for the creation of an environment where students behave out of a sense of shared responsibility for a healthy learning environment rather than to avoid punishment or earn rewards (Weinstein, 1999; Woolfolk Hoy & Weinstein, 2006).”