Recursos

Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26, 101–126. https://doi.org/10.1007/s10648-013-9244-0

Alter, P., & Haydon, T. (2017). Characteristics of effective classroom rules: A review of the literature. Teacher Education and Special Education, 40(2), 114–127.

Archambault, I., Vandenbossche-Makombo, J. & Fraser, S.L. (2017). Students’ oppositional behaviors and engagement in school: The differential role of the student-teacher relationship. Journal of Child Family Studies, 26, 1702–1712.

Buccella, A. (2020). Support mental health and well-being of K-12 students and staff during COVID-19. Retrieved from https://eab.com/insights/expert-insight/district-leadership/support-mental-health-and-wellbeing-of-students-and-staff-during-coronavirus/

Center on Positive Behavioral Interventions and Supports. (n.d.). Examples: Expectations matrix poster. Retrieved from https://www.pbis.org/resource/expectations-matrix-poster

Center on Positive Behavioral Interventions and Supports. (n.d.). Getting started. Retrieved from https://www.pbis.org/pbis/getting-started

Center on Positive Behavioral Interventions and Supports. (2021). Returning to school during and after crisis: A guide to supporting states, districts, schools, educators, and students through multi-tiered systems of support framework. Retrieved from https://mtss.org/wp-content/uploads/2020/07/Returning-to-School-During-and-After-Crisis.pdf

Center on Positive Behavioral Interventions and Supports, State Implementation and Scaling up of Evidence-Based Practices Center, National Integrated Multi-Tiered Systems of Support Research Network, National Center on Improving Literacy, & Lead for Literacy Center. (2020). Returning to school during and after crisis: A guide to supporting states, districts, schools, educators, and students through a multi-tiered systems of support framework during the 2020-2021 school year. University of Oregon. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/604285e7e3985105cbd0f14a_Returning%20to%20School%20During%20and%20After%20Crisis.pdf

Center on Positive Behavioral Interventions and Supports. (n.d.). Tier 1. Retrieved from https://www.pbis.org/pbis/tier-1

Charles, C. M., & Senter, G. W. (2008). Elementary classroom education (5th ed.). Upper Saddle River, NJ: Pearson.

Conroy, M. A., Alter, P. J., & Sutherland, K. S. (2014). Classroom-based research in the field of EBD: Future research directions. In P. Garner (Ed.), The SAGE handbook of emotional and behavioral difficulties (pp. 465–477). London, England: SAGE.

Cooper, J. T., & Scott, T. M. (2017). The keys to managing instruction and behavior: Considering high probability practices. Teacher Education and Special Education, 40(2), 102–113. https://doi.org/10.1177/0888406417700825

Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York: New Press.

Flower, A., McKenna, J. & Haring. C. (2017) Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. doi//10.1080/1045988X.2016.1231109

Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs. Teacher Education and Special Education, 37(2), 106–120. https://doi.org/10.1177/0888406413507002

Gage, N. A., Scott, T., Hirn, R., & MacSuga-Gage, A. S. (2018). The relationship between teachers’ implementation of classroom management practices and student behavior in elementary school. Behavioral Disorders, 43(2), 302–315. https://doi.org/10.1177/0198742917714809

Gonzalez, L., Brown, M., & Slate, J. (2008). Teachers who left the teaching profession: A qualitative understanding. The Qualitative Report, 13(1), 1–11.

Griffith, D., & Tyner, A. (2019). Discipline reform through the eyes of teachers. Washington, DC: Thomas B. Fordham Institute. Retrieved from http://fordhaminstitute.org/national/research/discipline-reform-through-the-eyes-of-teachers

Herman, K., & Reinke, W. (2015). Stress management for teachers: A proactive guide. New York: Guilford.

Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw C. P., and Leaf, P. J. (2009) Double-check: A framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children Plus, 6(2).

Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30–33.

Kincheloe, J. L. (1999). How do we tell the workers? The socioeconomic foundations of work and vocational education. Oxfordshire, UK: Routledge.

Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenberg, M. S., & Day-Vines, N. L. (2018). Examining how proactive management and culturally responsive teaching relate to student behavior: Implications for measurement and practice. School Psychology Review, 47(2), 153–166. doi: 10.17105/SPR-2017-0070.V47-2

Lehr, C. A., Johnson, D. R., Bremer, C. D., Cosio, A., & Thompson, M. (2004). Essential tools: Increasing rates of school completion: Moving from policy and research to practice. Minneapolis, MN: University of Minnesota, Institute on Community Integration, National Center on Secondary Education and Transition. Retrieved from http://www.ncset.org/publications/essentialtools/dropout/handout2.asp

Levin & Nolan (2014). Principles of classroom management: A professional decision-making model (7th ed.). New York: Pearson.

Liang, C. T. H., Rocchino, G. H., Gutekunst, M. H. C., Paulvin, C., Melo Li, K., & Elam-Snowden, T. (2020). Perspectives of respect, teacher–student relationships, and school climate among boys of color: A multifocus group study. Psychology of Men & Masculinities, 21(3), 345–356. https://doi.org/10.1037/men0000239

Long, N. J., Morse, W. C., & Newman, R. G. (1980). Conflict in the classroom. Belmont, CA: Wadsworth.

Mitchell, B. S., Hirn, R. G., & Lewis, T. J. (2017). Enhancing effective classroom management in schools: Structures for changing teacher behavior. Teacher Education and Special Education, 40(2), 140–153. https://doi.org/10.1177/0888406417700961

Morrison, J. (2009). Why teachers must be data experts. Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Why-Teachers-Must-Be-Data-Experts.aspx

National Center for Education Statistics. (2020, September). Race and ethnicity of public school teachers and their students. Data Point. U.S. Department of Education NCES 2020-103. Retrieved from https://nces.ed.gov/pubs2020/2020103.pdf

National Center for Education Statistics. (2020). Table: Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region: Selected years, fall 1995 through fall 2029. Retrieved from https://nces.ed.gov/programs/digest/d20/tables/dt20_203.50.asp?current=yes

Nies, B., Ludwig, T., & Weninger, L. (n.d.). Teaching and reinforcing school-wide expectations. Retrieved from http://pbismn.org/documents/summerinstitute/TeachingReinforcingExp_BeckyNies.pdf

Office of Special Education Programs. (2015). Supporting and responding to student behavior: Evidence-based classroom strategies for teachers. Washington, DC: Office of Special Education Programs. Retrieved from http://www.pbis.org/resources/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachers

Oliver, R. M., & Reschly, D. J. (2007, December). Effective classroom management: Teacher preparation and professional development. National Comprehensive Center for Teacher Quality issue paper. Retrieved from https://files.eric.ed.gov/fulltext/ED543769.pdf

Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97.

Poole, I., Evertson, C., & the IRIS Center. (2019). Effective room arrangement: Elementary. Retrieved from https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_effrmarr_elementary.pdf

Poole, I., Evertson, C., & the IRIS Center. (2020). Effective room arrangement: Middle & high school. Retrieved from https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_case_studies/ics_effrmarr_middle_high.pdf

PDK International. (2019). PDK poll of the public’s attitudes toward the public schools. New York: Author. Retrieved from https://pdkpoll.org/wp-content/uploads/2020/05/pdkpoll51-2019.pdf

Robison, T. (2020). Culturally responsive classroom management in the general music class: Building connections with families, Part 2. General Music Today, 34(1), 37–39. https://doi.org/10.1177/1048371320909801

Rose, L. C., & Gallup, A. M. (2000). The 32nd annual Phi Delta Kappa/Gallup poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 82(1), 41–58. https://doi.org/10.1177/003172170008200113

Rosenberg, M. S., & Jackman, L. A. (2003). Development, implementation, and sustainability of comprehensive school-wide behavior management systems. Intervention in School and Clinic, 39(1), 10–21.

Scherer, M. (2009). Perspectives/Driven dumb by data? Educational Leadership. Retrieved from http://www.ascd.org/publications/educational-leadership/dec08/vol66/num04/Driven-Dumb-by-Data%C2%A2.aspx

Scheuermann, B.K., & Hall, J. (2016). Positive behavioral supports for the classroom. New York: Pearson.

Scott, T. M. (2017). Training classroom management with preservice special education teachers: Special education challenges in a general education world. Teacher Education and Special Education, 40(2), 97–101. https://doi.org/10.1177/0888406417699051

Simonsen, B., Freeman, J., Goodman, S., Mitchell, B., Swain-Bradway, J., Flannery, B., Sugai, G, George, H., & Putman, B. (2015). Supporting and responding to behavior: Evidence-based classroom strategies for teachers. OSEP. Retrieved from http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf

Stevenson, N. A., VanLone, J., & Barber, B. R. (2020). A commentary on the misalignment of teacher education and the need for classroom behavior management skills. Education and Treatment of Children, 43, 393–404. DOI: https://doi.org/10.1007/s43494-020-00031-1

Stronge, J. H., Ward, T. J., & Grant, L. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62(4), 339–355. https://doi.org/10.1177/0022487111404241

van Uden, J., Ritzen, H., & Pieters, J. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21–32. https://doi.org/10.1016/j.tate.2013.08.005

Westling, D. L. (2010). Teachers and challenging behavior: Knowledge, views, and practices. Remedial and Special Education, 31, 48–63. doi:10.1177/0741932508327466

Myers, D., Freeman, J., Simonsen, B., & Sugai, G. (2017). Classroom management with exceptional learners. TEACHING Exceptional Children, 49(4), 223–230.

Es difícil exagerar la importancia del manejo eficaz del salón de clases para mejorar los resultados de aprendizaje de los estudiantes. Los autores de este artículo proporcionan información acerca de un esquema de manejo del salón de clases que trata de mejorar la probabilidad de conductas positivas de los estudiantes a través de la enseñanza y el establecimiento de rutinas, así como la aplicación de elogios y corrección de errores específicos de conducta. También se incluye una lista de recursos fiables.

Evertson, C. M., & Emmer, E. T. (2017). Classroom management for elementary teachers (10th ed.). Upper Saddle River, NJ: Pearson.

Este libro lleno de detalles e información sirve como guía para la elaboración, implementación y el mantenimiento de un plan integral de manejo de la conducta a nivel de escuela primaria. Los capítulos tratan de todo, desde la disposición física del salón de clases hasta el establecimiento de reglas y procedimientos, hasta notas sobre cómo manejar las conductas problemáticas. Las secciones incluyen actividades sugeridas, estudios de casos y recomendaciones para una lectura más a fondo.

The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) http://www.pbis.org/

Este sitio es auspiciado por la Oficina de Programas de Educación Especial (OSEP) y provee una gran cantidad de intervenciones y apoyos para conductas positivas. Entre las informaciones útiles que se encuentran en este sitio web están la Herramienta de evaluación a nivel de sistema (SET), Intervenciones y Ayudas para Conductas Positivas a nivel de escuela (SW-PBIS), Plano, Estrategia de Conducta Eficaz (EBS), Encuesta de autoevaluación y la Lista de comprobación de EBS. Además, hay enlaces a información sobre las evaluaciones funcionales de la conducta.