Urban Teachers’ Professed Classroom Management Strategies

By David F. Brown. 2004

206 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/feda4b810a9dfe6b833cac39ce148ae3f2900815

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In Education

Citations in the corpus

Enacting a Culturally Responsive Curriculum in a Novice Teacher's Classroom (2008, methodology): ““Diversity” describes the vast set of experiences and attributes of an individual, including socioeconomic status, gender, sexual orientation, and religion, that contribute to each person’s uniqueness regardless of cultural or ethnic identity. It is becoming increasingly more evident that the way in”
Culturally Responsive Teaching as an Ethics- and Care-Based Approach to Urban Education (2012, background): “In short, these teachers modeled “caring for” by demonstrating respect and appreciation for cultural diversity (Brown, 2004; GarrisonWade & Lewis, 2006; Price, 2006) and through their own deep interpersonal empathy and understanding (Bogotch, Miron, & Murry, 1998; Dunn, 2010; Milner & Tenore, 2010;…”
Classroom Management in Diverse Classrooms (2010, background): “Since Weinstein et al.’s (2004) introduction of the construct, we were able to locate two studies that have been published grounded in culturally responsive classroom management (see, for instance, Bondy, Ross, Gallingane, & Hambacher, 2007; Brown, 2003, 2004).”
Examining How Proactive Management and Culturally Responsive Teaching Relate to Student Behavior: Implications for Measurement and Practice (2018, background): “However, further research incorporating efficacy and actual strategy use is needed (Bondy, Ross, Gallingane, & Hambacher, 2007; Brown, 2004).”
Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students (2009, background): “Moreover, with the majority of teachers in our teaching force hailing from White, middle-class backgrounds (Hoy et al. 2006), minority and economically disadvantaged students may be at risk for being systematically excluded from the social capital afforded by teacher relationships ( Brown 2004; Mon”