A Cross-Cultural Study of Teachers’ Beliefs and Strategies on Classroom Behavior Management in Urban American and Korean School Systems

By Su-kyung Shin, Myung-Sook Koh. 2007

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Students’ willingness to attend EFL classes with respect to teachers’ credibility, stroke, and success: A cross-cultural study of Iranian and Iraqi students’ perceptions (2021, unknown): “…et al., 2020), self-efficacy (Dilekli & Tezci, 2020), effectiveness (Grant et al., 2013), beliefs (Can et al., 2011), immediacy, credibility (Santilli et al., 2011), classroom behavior management (Shin & Koh, 2007), teacher stroke (Irajzad et al., 2017), and teacher roles (Zhu et al., 2010).”
Classroom Management in Diverse Classrooms (2010, background): “Contexts studied with a focus on classroom management include urban schools (Shin & Koh, 2007), highly diverse settings (Milner, 2008), and researchers have even examined classroom management techniques in prisons with incarcerated adult students (Shobe, 2003).”