Managing classroom behaviour: Assertiveness and warmth

Educational Psychology: Concepts, Research and Challenges

Volumn , Issue , 2010, Pages 150-164

  Prochnow, Jane E ^a   Macfarlane, Angus H ^b  

^a MASSEY UNIVERSITY   (New Zealand)

^b UNIVERSITY OF CANTERBURY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84911061399     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203838884     Document Type: Chapter

References (63)

1. Achilles, G.M., McLaughlin, M.J. and Croninger, R.G. (2007) 'Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS national dataset', Journal of Emotional and Behavioral Disorders, 15: 33-45
2. Au, K.H. (1998) 'Social constructivism and the school literacy learning of students of diverse backgrounds', Journal of Literacy Research, 20: 297-319
3. Au, K.H. (2000) 'A multicultural perspective on policies for improving literacy achievement: equity and excellence', in M.L. Kamil, P.B. Mosenthal, P.D. Pearson and R. Barr (eds) Handbook of Reading Research (vol. 3, pp. 835-51), Mahwah, NJ: Lawrence Erlbaum Associates.
4. Bateman, S. and Berryman, M. (2008) 'He hui whakatika: culturally responsive, self determining interventions for restoring harmony', Kairaranga, 9: 6-12
5. Bishop, R. and Berryman, M. (2006) Culture Speaks: Cultural Relationships and Classroom Learning, Wellington, NZ: Huia Publishers.
6. Bishop, R., Berryman, M., Tiakiwai, S. and Richardson, C. (2002) Te Kotahitanga: the Experiences of Year 9 and Year 10 Maori Students in Mainstream Classrooms, a research report to the Ministry of Education, Hamilton, NZ: University of Waikato.
7. Blumberg, A. (1989) School Administration as a Craft: Foundations of Practice, Boston: Allyn and Bacon.
8. Cartledge, G. and Kourea, L. (2008) 'Culturally responsive classrooms for culturally diverse students with and at risk for disabilities', Exceptional Children, 74: 351-71
9. Charles, C. (2008) Building Classroom Discipline, 9th edn, Boston: Pearson/Allyn and Bacon.
10. Church, J. (2003) Church Report: The Definition, Diagnosis and Treatment of Children and Youth with Severe Behaviour Difficulties, Wellington, NZ: Ministry of Education.
11. Conway, R. (1998) 'Meeting the needs of students with behavioural and emotional problems', in A. Ashman and J. Elkins (eds) Educating Children with Special Needs, 3rd edn (pp. 177-228), Sydney: Prentice Hall.
12. Doyle, W. (1986) 'Classroom organization and management', in M.C. Wittrock (ed.) Handbook of Research on Teaching, 3rd edn (pp. 341-92), New York: Macmillan.
13. Eddy, J.M., Dishion, T.J. and Stoolmiller, M. (1998) 'The analysis of intervention change in children and families: methodological and conceptual issues embedded in intervention studies', Journal of Abnormal Child Psychology, 26: 53-69
14. Fiedler, C.R., Chiang, B., Van Haren, B., Jorgensen, J., Halberg, S. and Boreson, L. (2008) 'Culturally responsive practices in schools: a checklist to address disproportionality in Special Education', Teaching Exceptional Children, 40: 52-9
15. Foorman, B.R. (2001) 'Critical elements of classroom and small-group instruction promote reading success in all children', Learning Disabilities Research and Practice, 16: 203-12
16. Ginott, H. (1971) Teacher and Child, New York: Macmillan.
17. Glynn, T., Berryman, M., Atvars, K. and Harawira, W. (1997) Hei Awhina Maatua: A Home and School Behavioural Programme, final report to the Ministry of Education, Wellington, NZ: Ministry of Education.
18. Good, T. and Brophy, J. (1994) Looking in Classrooms, New York: Harper Collins.
19. Hattie, J. (2003) New Zealand Education Snapshot: With Specific Reference to the Years 1-13, presentation to Knowledge Wave 2003 - the Leadership Forum, Auckland, New Zealand: University of Auckland.
20. Hill, J. and Hawk, K. (2000) Making a Difference in the Classroom: Effective Teaching Practice in Low Decile, Multicultural Schools, a report prepared for the Ministry of Education and AIMHI Forum, Albany New Zealand: Institute for Professional Development and Educational Research, Massey University.
21. Hooper, S., Winslade, J., Drewery, W., Monk, G. and Macfarlane, A. (1999) 'School and Family Group Conferences: te hui whakatika (a time for making amends)', paper presented at the Keeping Young People in School Summit Conference, Auckland, July.
22. Horner, R.H. and Sugai, G. (2000) 'School-wide behaviour support: an emerging initiative', Journal of Positive Behavior Interventions, 2: 231-2
23. Howard, T.C. (2003) 'Culturally relevant pedagogy: ingredients for critical teacher reflection', Theory into Practice, 42: 195-202
24. Jensen, E. (1995) Super Teaching, San Diego, CA: The Brain Store.
25. Jones, F. (1987) Positive Classroom Instruction, New York: McGraw-Hill.
26. Kerr, M.M. and Nelson, C.M. (2006) Strategies for Addressing Behavior Problems in the Classroom, 5th edn, Upper Saddle River, NJ: Pearson Education Inc.
27. Kounin, J. (1977) Discipline and Group Management in Classrooms, revised edn, New York: Holt Rinehart Winston.
28. Macfarlane, A. (2003) 'Culturally inclusive pedagogy for Maori students experiencing learning and behaviour difficulties', unpublished doctoral dissertation, University of Waikato, Hamilton, New Zealand.
29. Macfarlane, A. (2004) Kia Hiwa Rā! Listen to Culture: Maori Students' Plea to Educators, Wellington: New Zealand Council for Educational Research Press.
30. Macfarlane, A. (2005) 'Inclusion and Maori ecologies: an educultural approach', in D. Fraser, R. Moltzen and K. Ryba (eds) Learners with Special Needs in Aotearoa New Zealand(pp. 99-116), Victoria, Australia: Thomson Dunmore Press.
31. Macfarlane, A. (2007) Discipline, Democracy and Diversity: Working with Students with Behaviour Difficulties, Wellington: New Zealand Council for Educational Research Press.
32. Macfarlane, A. and Burke, H. (1997) 'Experimenting with change, but taking no gambles at Melville experience unit', paper presented at the New Zealand Association for Research in Education, Auckland, New Zealand, December.
33. Macfarlane, A., Glynn, T., Cavanagh, T. and Bateman, S. (2007) 'Creating culturally safe schools for Maori students', The Australian Journal of Indigenous Education, 36: 65-76
34. Macfarlane, A., Glynn, T., Grace, W., Penetito, W. and Bateman, S. (2008) 'Indigenous epistemology in a national curriculum framework?', Ethnicities, 8: 102-27
35. Macfarlane, A. and Prochnow, J.E. (2008) 'Assertiveness and warmth in managing classroom behaviour', paper presented at the Educational Psychology Forum, Auckland, New Zealand, September.
36. Meyer, L.H. and Evans, I.M. (2006) Literature Review on Intervention with Challenging Behaviour in Children and Youth with Developmental Disabilities. Final Report, Wellington, NZ: Ministry of Education.
37. Ministry of Education (1996) Special Education 2000, Wellington, NZ: Author.
38. Ministry of Education (2003) Education Statistics of New Zealand for 2002, Wellington, NZ: Data Management and Analysis Division, Ministry of Education.
39. Ministry of Education (2004) Education Statistics of New Zealand for 2003, Wellington, NZ: Data Management and Analysis Division, Ministry of Education.
40. Ministry of Education (2005) Education Statistics of New Zealand for 2004, Wellington, NZ: Data Management and Analysis Division, Ministry of Education.
41. Ministry of Education (2006) Education Statistics of New Zealand for 2005, Wellington, NZ: Data Management and Analysis Division, Ministry of Education.
42. Ministry of Education (2007) Education Statistics of New Zealand for 2006, Wellington, NZ: Data Management and Analysis Division, Ministry of Education.
43. Nash, R. and Prochnow, J. (2004) 'Is it really the teachers? An analysis of the discourse of teacher effects on New Zealand educational policy', New Zealand Journal of Educational Studies, 39: 175-92
44. Prochnow, J.E. (1998) 'Suspensions human cost: damned if you do, damned if you don't', New Zealand Principal, 13: 13-14
45. Prochnow, J.E. (2004) 'The PIRLS 2001 study: what does it say about gender, learner literacy attitudes and behaviour in New Zealand?', Delta, 56: 97-108
46. Prochnow, J.E. (2006) 'Barriers toward including students with difficult behaviour in regular classrooms', New Zealand Journal of Educational Studies, 41: 329-47
47. Prochnow, J.E. and Bourke, R. (2001) 'What are we doing for difficult kids and is it helping?', New Zealand Principal, 16: 4-6
48. Prochnow, J.E., Kearney, A.C. and Carroll-Lind, J. (2000) 'Successful inclusion: what do teachers say they need?', New Zealand Journal of Educational Studies, 35: 157-78
49. Prochnow, J.E. and Maw, N. (2002) 'Principals dealing with severe student behaviour: what they have experienced and what they need', New Zealand Principal, 17: 8-13
50. Rogoff, B. (2003) The Cultural Nature of Human Development, New York: Oxford University Press.
51. Sergiovanni, T. (1994) Building Community in Schools, San Francisco: Jossey-Bass.
52. Skiba, R.J. (2002) 'Special education and school discipline: a precarious balance', Behavioral Disorders, 27: 81-97
53. Skiba, R.J., Simmons, A.B., Ritter, S., Gibb, A.S., Rausch, M.K., Cuadrado, J. and Chung, C-G. (2008) 'Achieving equity in special education: history, status, and current challenges', Exceptional Children, 74: 264-88
54. Skinner, B.F. (1953) Science and Human Behavior, New York: Free Press.
55. Sugai, G., Horner, R.H., Dunlap, G., Hieneman, M., Lewis, T., Nelson, C.M., Scott, T., Liaupsin, C., Sailor, W., Turnbull, A.P., Turnbull III, H.R., Wickham, D., Wilcox, B. and Ruef, M. (2000) 'Applying positive behavior support and functional behavioral assessment in schools', Journal of Positive Behavior Interventions, 2: 131-43
56. Townsend, B.L. (2000) 'The disproportionate discipline of African American learners: reducing school suspensions and expulsions' Exceptional Children, 66: 381-91.
57. Trent, S.C., Kea, C.D. and Oh, K. (2008) 'Preparing preservice educators for cultural diversity: how far have we come?', Exceptional Children, 74: 328-50
58. Tunmer, W.E., Chapman, J.W. and Prochnow, J.E. (2003) 'Preventing negative Matthew effects in at-risk readers: a retrospective study', in B. Foorman (ed.) Preventing and Remediating Reading Difficulties: Bringing Science to Scale(pp. 121-62), Timonium, MD: York Press.
59. Tunmer, W.E., Chapman, J.W., and Prochnow, J.E. (2006) 'Literate cultural capital at school entry predicts later reading achievement: a seven year longitudinal study', New Zealand Journal of Educational Studies, 41: 183-204
60. Tunmer, W.E. and Prochnow, J.E. (2009) 'Cultural relativism and literacy education: explicit teaching based on specific learning needs is not deficit theory', in R. Openshaw and E. Rata (eds) The Politics Conformity in New Zealand(pp. 154-90), Auckland: Pearson Education.
61. Wearmouth, J., Glynn, T. and Berryman, M. (2005) Perspectives on Student Behaviour in Schools: Exploring Theory and Developing Practice, London: Routledge.
62. Wheldall, K. and Merrett, F. (1989) 'Managing troublesome behaviour in primary and secondary classrooms', The Best of Set: Discipline, item 12, Wellington: New Zealand Council for Educational Research; Melbourne: Australian Council for Educational Research.
63. Wylie, C. and Hogden, E. (2007) Hawke's Bay Primary and Intermediate Schools' Incidence of Severe Behaviour, report prepared for Hawke's Bay Primary Principals Association.