Classroom leadership: The effect of a school development Programme

Educational Psychology

Volumn 29, Issue 5, 2009, Pages 515-539

  Ertesvåg, Sigrun K ^a  

^a UNIVERSITY OF STAVANGER   (Norway)

Author keywords

Classroom environment; Primary; Problem behaviour; Professional development; Secondary

Indexed keywords

EID: 78649317951     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410903122194     Document Type: Article

References (98)

1. Adalsteinsdóttir, K. (2004). Teachers’ behaviour and practices in the classroom. Scandinavian Journal of Educational Research, 48, 95-114.
2. Ager, C.L., & Cole, C.L. (1991). A review of cognitive-behavioural interventions for children and adolescents with behavioural disorders. Behavioral Disorders, 16, 276-287.
3. Alvarez, H.K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23, 1113-1126.
4. Antonsen, T.E., & Ertesvåg, S.K. (submitted). Godt læringsmiljø og god læring gjennom gjennom implementering av skoleomfattende tiltak? [How can school development programmes improve the learning environment and academic achievement?]
5. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
6. Baumrind, D. (1991). Parenting styles and adolescent development. In J. Brooks-Gunn, R. Lerner, & A.C. Peterson (Eds.), The encyclopaedia of adolescence (pp. 746-758). New York: Garland.
7. Bear, G. (1998). School discipline in the United States: Prevention, correction and long term social development. Educational and Child Psychology, 15, 15-39.
8. Bibou-Nakou, I, Stogiannidou, A., & Kiosseoglou, G. (1999). The relation between teacher burnout and teachers’ attributions and practices regarding school behaviour problems. School Psychology International, 20, 209-217.
9. Birch, S.H., & Ladd, G.W. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61-79.
10. Birch, S.H., & Ladd, G.W. (1998). Children’s interpersonal behaviours and teacher-child relationships. Developmental Psychology, 34, 934-946.
11. Blankemeyer, M., Flannery, D.J., & Vazsonyi, A.T. (2002). The role of aggression and social competence in children’s perceptions of the child-teacher relationship. Psychology in the Schools, 39, 293-304.
12. Brofenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
13. Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.
14. Brophy, J.E. (1996). Teaching problem students. New York: Guildford.
15. Brown, F.G. (1970). Principles of educational and psychological testing. Hinsdale, IL: Dryden Press.
16. Bru, E., Boyesen, M., Munthe, E., & Roland, E. (1998). Perceived social support at school and emotional and musculoskeletal complaints among Norwegian 8th grade students. Scandinavian Journal of Educational Research, 44, 339-356.
17. Bru, E., Murberg, T.A., & Stephens, P. (2001). Social support, negative life events and student misbehaviour among young Norwegian adolescents. Journal of Adolescence, 24, 715-727.
18. Bru, E., Stephens, P., & Torsheim, T. (2002). Students’ perception of class management and reports of their own misbehaviour. Journal of School Psychology, 40, 287-307.
19. Burke, R.V., Guck, T.P., & Robinson, M.L. (2006). Overcoming resistance to implementing classroom management strategies: Use of the transtheoretical model to explain teacher behaviour. Research in the Schools, 13(2), 1-12.
20. Carr, M., & Kurtz-Costes, B. (1994). Is being smart everything? The influence of student achievement on teachers’ perception. British Journal of Educational Psychology, 64, 263-276.
21. Chen, J.J.L. (2005). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social and General Psychology Monographs, 131, 77-127.
22. Clausen, M. (2002). Unterrichtsqualität: Eine frage der Perspktive? [Instructional quality: A question of perspectives?]. Münster: Waxmann.
23. Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, NJ: Laurence Erlbaum.
24. Coie, J.D., & Koeppl, G.K. (1990). Adapting intervention to the problems of aggressive and disruptive children. In S.R. Asher & J.D. Coie (Eds.), Peer rejection in childhood (pp. 309-337). New York: Cambridge University Press.
25. Cook, T.D., & Campbell, D.T. (1979). Quasi-experimentation. Chicago: Rand McNally.
26. Cronbach, L.J. (1951). Coefficient alpha and the internal structure of tests. Psychometricka, 16, 297-334.
27. Croninger, R.G., & Lee, V.E. (2001). Social capital and dropping out of high school: Benefits to at-risk students of teachers’ support and guidance. Teacher College Record, 103, 541-581.
28. de Jong, R., & Westerhof, K.J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4, 51-85.
29. den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students’ perceptions of learning environments: The case of the questionnaire on teacher interaction. Learning Environments Research, 9, 199-213.
30. Dodge, K.A., & Coie, J.D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology, 53, 1146-1158.
31. Doyle, W. (1980). Student mediating responses in teaching effectiveness: Final report. North Texas State University. Retrieved 18 January, 2009 from http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/34/38/a5.pdf
32. Doyle, W. (1986). Classroom organization and management. In M.C. Wittrock (Ed.), Handbook of research in teaching (3rd ed., pp. 392-431). New York: Macmillan.
33. Ertesvåg, S.K., Roland, P., Vaaland, G.S., Størksen, S., & Veland, J. (in press). The challenge of continuation: Schools’ continuation of the Respect program. Journal of Educational Change.
34. Ertesvåg, S.K., & Vaaland, G.S. (2007). Prevention and reduction of behavioural problems in school: An evaluation of the Respect program. Educational Psychology, 27, 713-736.
35. Evertson, C.M., & Emmer, E.T. (1982). Effective management at the beginning of the year in junior high classes. Journal of Educational Psychology, 4, 485-495.
36. Evertson, C.M., & Weinstein, C.S. (2006). Classroom management as a field of inquiry. In Handbook of classroom management: Research, practice, and contemporary issues (pp. 3-15). Mahwah, NJ: Lawrence Erlbaum Associates.
37. Fullan, M. (2007). The new meaning of educational change (4th ed.). New York: Teacher College Press.
38. Good, T.L., & Brophy, J. (2007). Looking in classrooms (10th ed.). Boston, MA: Allyn & Bacon.
39. Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 21, 143-150.
40. Hamre, B.K., & Pianta, R.C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
41. Hargreaves, D.H. (2001). A capital theory of school effectiveness and improvement. British Educational Research Journal, 27, 487-503.
42. Hart, S. (2000). Thinking through teaching: A framework for enhancing participation and learning. London: David Fulton.
43. Henricsson, L., & Rydell, A.-M. (2006). Children with behaviour problems: The influence of social competence and social relations on problem stability, school achievement and peer acceptance across the first six years of school. Infant and Child Development, 15, 347-366.
44. Howes, C., Hamilton, C.E., & Matheson, C.C. (1994). Children’s relationships with peers: Differential associations with aspects of the teacher-child relationship. Child Development, 65, 253-263.
45. Hughes, J.N. (2002). Authoritative teaching: Tipping the balance in favour of school versus peer effects. Journal of School Psychology, 40, 485-492.
46. Hughes, J.N., Cavell, T.A., & Jackson, T. (1999). Influence of teacher-student relationships on aggressive children’s development: A prospective study. Journal of Clinical Child Psychology, 28, 173-184.
47. Hughes, J.N., Cavell, T.A., & Willson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39, 289-301.
48. Hughes, J.N., & Kwok, O. (2006). Classroom engagement mediates the effect of teacher-student support on elementary students’ peer acceptance: A prospective analysis. Journal of School Psychology, 43, 465-480.
49. Itskowitz, R., Navon, R., & Strauss, H. (1988). Teachers’ accuracy in evaluation of students’ self-image: Effect of perceived closeness. Journal of Educational Psychology, 80, 337-341.
50. Kounin, J.S. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart, & Winston.
51. Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of students and teacher ratings of instruction. Learning Environments Research, 9, 231-251.
52. Leff, S.S., Power, T.J., Manz, P.H., Costigan, T.E., & Nabors, L.A. (2001). School-based aggression prevention programs for young children: Current status and implications for violence prevention. School Psychology Review, 30, 344-362.
53. Leithwood, K.A., & Jantzi, D. (2006). Transformational school leadership for large scale reform: The effects on students, teachers, and classroom practices. School Effectiveness and School Improvement, 17, 201-227.
54. Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and Teaching Education, 17, 307-319.
55. Linn, R.L. (2003). Accountability: Responsibility and reasonable expectations. Educational Researcher, 32(7), 3-13.
56. Little, S.G., & Akin-Little, A. (2008). Psychology’s contributions to classroom management. Psychology in the Schools, 45, 227-234.
57. Lüdtke, O., Trautwein, U., Kunter, M., & Baumert, J. (2006). Reliability and agreement of student ratings of the classroom environment: A reanalysis of TIMMS data. Learning Environments Research, 9, 215-230.
58. Luechauer, D.L., & Shulman, G.M. (2002). Creating empowered learners: A decade trying to practice what we teach. Organization Development Journal, 20(3), 42-50.
59. Luiselli, J.K., Putnam, R.F., & Handler, M.W. (2005). Whole-school positive behaviour support and academic performance. Educational Psychology, 25, 183-198.
60. Malecki, C.K., & Demaray, M.K. (2003). What type of support do they need? Investigating student adjustment as related to emotional, informational, appraisal and instrumental support. School Psychology Quarterly, 18, 231-252.
61. Meehan, B.T., Hughes, J.N., & Cavell, T.A. (2003). Teacher-child relationships as compensatory resources for aggressive children. Child Development, 74, 1145-1157.
62. Midthassel, U.V., & Ertesvåg, S.K. (2008). Schools implementing zero: The process of implementing an anti-bullying programme in six Norwegian compulsory schools. Journal of Educational Change, 9, 153-172.
63. Mitchem, K., Young, R.K., West, R.P., & Benyo, J. (2001). CWPASM: A classwide peerassisted self-management program for general education classrooms. Education and Treatment of Children, 24, 111-140.
64. Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22, 961-972.
65. Natvig, G.K., Albrekstsen, G., & Qvarnstrøm, U. (2001). School-related stress experience as a risk factor for bullying behaviour. Journal of Youth and Adolescence, 30, 561-575.
66. Olweus, D. (2004). The Olweus Bullying Prevention Programme: Design and implementation issues and a new national initiative in Norway. In P.K. Smith, D. Pepler, & K. Rigby (Eds.), Bullying in school (pp. 13-36). Cambridge, UK: Cambridge University Press.
67. Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime and Law, 4, 389-402.
68. Olweus, D., & Alsaker, F.D. (1991). Assessing change in a cohort-longitudinal study with hierarchical data. In D. Magnusson, L. Bergman, G. Ruidinger, & B. Torestadm (Eds.), Problems and methods in longitudinal research (pp. 107-132). New York: Cambridge University Press.
69. Pellerin, L.A. (2005). Applying Baumrind’s parenting typology to high schools: Towards a middle-range theory of authoritative socialization. Social Science Research, 34, 283-303.
70. Perry, K.E., Donohue, K.M., & Weinstein, R.S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45, 269-292.
71. Pianta, R.C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.
72. Pianta, R.C., Steinberg, M.S., & Rollins, K.B. (1995). The first two years of school: Teacher-child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295-312.
73. Poulou, M., & Norwich, B. (2000). Teachers’ causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties. British Journal of Educational Psychology, 70, 559-581.
74. Pounder, J.S. (2006). Transformational classroom leadership: The fourth wave of teacher leadership? Educational Management Administration and Leadership, 34, 533-545.
75. Reddy, R., Rhodes, J.E., & Mulhall, P. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119-138.
76. Roeser, R.W., Eccles, J.S., & Strobel, K.R. (1998). Linking the study of schooling and mental health: Selected issues and empirical illustrations at the level of the individual. Educational Psychologist, 33, 153-176.
77. Roland, E. (1999). School influences on bullying. Stavanger, Norway: Rebell Forlag.
78. Roland, E., Bjørnsen, G., & Mandt, G. (2003). Taking back adult control. In P.K. Smith (Ed.), Violence in schools: The response in Europe (pp. 200-215). London: Routledge.
79. Roland, E., Bru, E., Midthassel, U.V., & Vaaland, G.S. (in press). The Zero Programme against bullying: Effects of the programme in the context of the Norwegian manifesto against bullying. Social Psychology of Education: An International Journal.
80. Roland, E., & Idsøe, T. (2001). Aggression and bullying. Aggressive Behavior, 27, 446-462.
81. Roland, E., & Galloway, D. (2002). Classroom influences on bullying. Educational Research, 44, 299-312.
82. Roland, E., & Galloway, D. (2004). Can we reduce bullying by improving classroom management? ACPP Occasional Papers, Bullying in Schools, 23, 35-40.
83. Roland, E., & Munthe, E. (1997). The 1996 Norwegian program for preventing and managing bullying in schools. The Irish Journal of Psychology, 18, 233-247.
84. Ryan, R.M., & Deci, E.L. (2002). An overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci & R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester Press.
85. Rydell, A.M., & Henricsson, L. (2004). Elementary school teachers’ strategies to handle externalising classroom behaviour: A study of relations between perceived control, teacher orientation and strategy preferences. Scandinavian Journal of Psychology, 45, 93-102.
86. Shadish, W.R., Cook, T., & Campbell. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston, MA: Houghton Mifflin.
87. 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, 351-380.
88. Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
89. Stevahn, L., Johnson, D.W., Johnson, R.T., & Schultz, R. (2002). Effects of conflict resolution training integrated into a high school social studies curriculum. Journal of Social Psychology, 142, 305-331.
90. Strodl, P. (1992, March). A model of teacher leadership. Paper presented at the Annual Meeting of the Eastern Educational Research Association, Hilton Head, SC.
91. Sugai, G., Sprague, J.R., Horner, R.H., & Walker, H.M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94-101.
92. Thuen, E. (2007). Learning environment students’ coping styles and emotional and behavioural problems: A study of Norwegian secondary school students. Doctoral Thesis. University of Bergen, Bergen, Norway.
93. Thuen, E., & Bru, E. (2000). Learning environment, meaningfulness of schoolwork and ontask orientation among Norwegian 9th grade students. School Psychology International, 21, 393-413.
94. Thuen, E., Bru, E., & Ogden, T. (2007). Coping styles, learning environment and emotional and behavioural problems. Scandinavian Journal of Educational Research, 51, 347-368.
95. Vaaland, G.S., Idsoe, T., & Roland, E. (submitted). Aggressiveness and disobedience.
96. Wentzel, K.R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287-301.
97. Wilmore, E.L. (2007). Teacher leadership: Improving teaching and learning from inside the classroom. Thousand Oaks, CA: Corwin Press.
98. Wright, R., John, L., Livingstone, A.M., Shepard, N., & Duku, E. (2007). Effects of schoolbased interventions on secondary school students with high and low risks for antisocial behaviour. Canadian Journal of School Psychology, 22, 32-49.