Classroom Management Course Guide

Classroom Management Bibliography

Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2002). Is American student behavior getting worse? Teacher ratings over an 18-year period. School Psychology Review, 31(3), 428–442.

Akin-Little, K. A., Little, S. G., & Laniti, M. (2007). Teachers’ use of classroom management procedures in the United States and Greece: A cross-cultural comparison. School Psychology International, 28(1), 53–62.

Alberto, P. A., & Troutman, A. C. (2006). Applied behavior analysis for teachers (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Anderman, L. H., & Midgley, C. (1998). Motivation and middle school students (ERIC digest). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED421281)

Angle, M. A., Porter, M., & Rhodes, J. A. (2007). Parents as partners. Teaching Pre K–8, 37(8), 56–57.

Auld, R. G. (2006). Preparing pre-service teachers to use positive behavior supports in general education classrooms. Dissertation Abstracts International, 67(3-A), 901.

Bailey, J. M., & Guskey, T. R. (2001). Implementing student-led conferences. Thousand Oaks, CA: Corwin.

Baron, J. H. (2009). Orchestra. World Book Online Reference Center. Retrieved March 10, 2009, from http://photo.pds.org:5005/wb/Article?id=ar404740

Bartell, C. A. (2005). Cultivating high-quality teaching through induction and mentoring. Thousand Oaks, CA: Corwin.

Barton, E. A. (2006). Bully prevention: Tips and strategies for school leaders and classroom teachers (2nd ed.). Thousand Oaks, CA: Corwin.

Bempechat, J. (1998). Against the odds: How “at-risk” students exceed expectations. San Francisco: Jossey-Bass.

Bernshausen, D., & Cunningham, C. (2001). The role of resiliency in teacher preparation and retention. Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Dallas, TX. (ERIC Document Reproduction Service No. ED451191)

Bennett, C. (2001). Advances in occupational ergonomics and safety. Amsterdam, Netherlands: IOS Press. Bennett, C. (2002). Changing education ergonomics. Paper presented at the XVI Annual International Occupational Ergonomics and Safety Conference, Toronto, ON, Canada.

Bluestein, J. (1997). 11 reasons to use boundaries. Retrieved March 31, 2009, from http://www.janebluestein.com/handouts/bound_reasons.html

Bluestein, J. (2008). The win-win classroom: A fresh and positive look at classroom management. Thousand Oaks, CA: Corwin.

Bonus, M., & Riordan, L. (1998). Increasing student on-task behavior through the use of specific seating arrangements. Unpublished master’s thesis, Saint Xavier University, Chicago, IL. (ERIC Document Reproduction Service No. ED 422129)

Brewster, C., & Fager, J. (2000). Increasing student engagement and motivation: From time-on-task to homework. Portland, OR: Northwest Regional Educational Laboratory.

Brough, J. A., & Irvin, J. L. (2001). Parental involvement supports academic improvement among middle schoolers. Middle School Journal, 32, 56–61.

Bullock, C., & Normand, P. (2006). The effects of a high-probability instruction sequence and response-independent reinforcer delivery on child compliance. Journal of Applied Behavior Analysis, 39(4), 495–499.

Burns, M., Dimock, V., & Martinez, D. (2000, Winter). Action + reflection = learning. TAP into Learning 3(2), 1-2. Retrieved March 19, 2009, from http://www.sedl.org/pubs/tapinto/v3n2.pdf

Burke, K. (2000). What to do with the kid who—: Developing cooperation, self-discipline, and responsibility in the classroom (2nd ed.). Arlington Heights, IL: Skylight Professional Development.

Cameron, J., & Pierce, W. D. (2002). Rewards and intrinsic motivation: Resolving the controversy. Westport, CT: Bergin & Garvey.

Chalk, K. & Bizo L. A. (2004) Specific praise improves on-task behaviour and numeracy enjoyment: A study of year four pupils engaged in the numeracy hour. Educational Psychology in Practice, 20(4), 335–351.

Cipani, E. (2008). Classroom management for all teachers: Plans for evidence-based practice. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Clayton, M. K. (2001). Classroom spaces that work. Strategies for Teachers Series. Greenfield, MA: Institution Northeast Foundation for Children.

Coleman, M. C., & Webber, J. (2002). Emotional and behavioral disorders. Boston: Person Education.

Conderman, G., Hatcher, R. E., & Ikan, P.A. (1998). Why student-led conferences work. Kappa Delta Pi Record, 34(4), 132–134.

Cooper, H. (2001). The battle over homework: Common ground for administrators, teachers, and parents (2nd ed.). Thousand Oaks, CA: Corwin.

Cooper, P. J., & Simonds, C. J. (2003). Communication for the classroom teacher (7th ed.). Champaign, IL: Allyn and Bacon.

Cornell, J. (1999). Sharing nature with children. Nevada City, CA: Dawn.

Covington, M. V., & Dray, E. (2001). The developmental course of achievement motivation: A need-based approach. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 33–91). San Diego, CA: Academic Press.

Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Francisco: Jossey-Bass.

Csikszentmihalyi, M., & Schneider, B. (2000). Becoming adult: How teenagers prepare for the world of work. New York: BasicBooks.

Darling-Hammond, L. (2003). Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60(8), 6–13.

Davey, B., Alexander, M., Edmonson, C., Stenhoff, D., & West, R. P. (2001). The effects of a discriminative stimulus, paired with individual and group reward contingencies, on the decibel levels in an elementary school lunch room. Paper presented at Growing Partnerships for Rural Special Education Conference, San Diego, CA. (ERIC Document Reproduction Service No. ED453023)

Deci, E. L., & Ryan, R. M. (2002). The paradox of acheivement: The harder you push, the worse it gets. In J. Aronson (Ed.) Improving academic achievement: Impact
of psychological factors on education
(pp. 61-87). Orlando,
FL: Academic Press.

Deiro, J. A. (2003). Do your students know you care? Educational Leadership, 60(6), 60–62.

Domjan, M. (2006). The principles of learning (5th ed.). Belmont, CA: Thomson-Wadsworth.

Downey, C. J., English, F. W., Steffy, B. E., Frase, L. E., & Poston, W. K. (2004). The three-minute classroom walk-through: Changing school supervisory practice one teacher at a time. Thousand Oaks, CA: Corwin. Retrieved from http://books.google.com/books?id=j6oMnX_8WdYC&

Dweck, C. S. (2002). Messages that motivate: How praise molds students’ beliefs, motivation, and performance (in surprising ways). In J. Aronson (Ed.), Improving academic achievement: Impact of psychological factors on education (pp. 37–60). San Diego, CA: Academic Press.

Dweck, C. S. (2006). Mindset. New York: Random House.

Dyck, J. (2002). The built environment’s effect on learning: Applying current research. Montessori Life, 14(1), 53–56.

Eadie, G. (2001). The impact of ICT on schools: Classroom design and curriculum delivery. Wellington, New Zealand: Samuel Marsden Collegiate School.

Earthman, G. I. (1998). The impact of school building condition on student achievement and behavior. Paper presented at the International Conference on the Appraisal of Educational Investment, Luxembourg.

Emmer, E. T., Evertson, C. M., & Worsham, M. E. (2006). Classroom management for middle and high school teachers (7th ed.). Boston: Pearson/Allyn and Bacon.

Epstein, J. L., & Van Voorhis, F. L. (2001). More than minutes: Teachers’ roles in designing homework. Educational Psychologist, 36(3), 181–194.

Evertson, C. M. & Neal, K. W. (2006). Looking into learning-centered classrooms: Implications for classroom management. Washington, DC: NEA.

Fraser, M. (2002). Ergonomics for grade school students using laptop computers. Paper presented at the annual meeting of the International Occupational Ergonomics and Safety Conference, Toronto, ON, Canada.

Frazier, W. M., & Sterling, R. (2005). What should my science classroom rules be and how can I get my students to follow them? Clearing House: A Journal of Educational Strategies, Issues and Ideas, 79(1), 31-35.

Geiger, B. (2000). Discipline in K through 8th grade classrooms. Education, 121(2), 383-393.

Gibbs, J. (1994). Tribes: A new way of learning together (4th ed.). Santa Rosa, CA: Center Source.

Gimpel, G. A., & Holland, M. L. (2003). Emotional and behavioral problems of young children: Effective interventions in the preschool and kindergarten years. New York: Guilford Press. Retrieved March 24, 2009, from http://books.google.com/books?printsec=frontcover&id=usQAb3Y5V2EC

Glasser, W. (1986). Control theory in the classroom. New York: Harper and Row.

Glasser, W. (1994). Choice theory. New York: Harper and Row.

Good, T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). New York: Allyn & Bacon.

Haggart, W. (2004). Discipline and learning styles: An educator's guide. Nevada City, CA: Performance Learning Systems.

Harvey, V. S., & Retter, K. (2002). Variations by gender between children and adolescents on the four basic psychological needs. International Journal of Reality Therapy, 21(2), 33–36.

Henderlong, J., & Lepper, M.R. (2002). The effects of praise on children’s intrinsic motivation. Psychological Bulletin, 128(5), 774–795.

Hinchey, P. H. (2003). Corporal punishment: Legalities, realities, and implications. The Clearing House, 76(3), 127–131.

Horatio Alger Association. (2002). State of our nation’s youth. Alexandria, VA: Horatio Alger Association.

Horne, S. C. (1999). Establishing trend relationships in teachers’ use of the classroom environment. Paper presented at the International Conference on Design and Technology Educational Research and Curriculum Development, Leicestershire, UK.

Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M. T., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209.

Johnson, D. D., Rice, M. P., Edgington, W. D., & Williams, P. (2005). For the uninitiated: How to succeed in classroom management. Kappa Delta Pi Record, 42(1), 28–32.

Jones, F. H., Jones, P., & Jones, J. L. (2000). Tools for teaching: Discipline, instruction, motivation (1st ed.). Santa Cruz, CA: F.H. Jones & Associates.

Kader, S. A., & Yawkey, T. D. (2002). Problems and recommendations: Enhancing communication with culturally and linguistically diverse students. Reading Improvement, 39(1), 43–51.

Kariuki, P., & Davis, R. (2000). The effects of positive discipline techniques as they relate to transition times in the middle school classroom. Paper presented at the annual meeting of the Mid-South Educational Research Association, Bowling Green, KY.

Kern, L., & Clemens, H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65–75.

Kinney, P., Munroe, M. B., & Sessions, P. (2000). A school-wide approach to student-led conferences: A practitioner’s guide. Westerville, OH: National Middle School Association.

Knight, G., & Noyes, J. (1999). Children’s behaviour and the design of school furniture. Ergonomics, 42, 747–760.

Kohn, A. (1995, October-November). Discipline is the problem -- not the solution. Learning Magazine. Retrieved April 1, 2009, from http://www.alfiekohn.org/teaching/ditpnts.htm

Kovalik, S. J. (2002, October/November). An extraordinary time: Teaching in the 21st century. Journal of Adventist Education, 65, 34-37.

Kralovac, E., & Buell, J. (2001). End homework now. Educational Leadership, 58(7), 39–42.

Lackney, J. A. (2000). Learning environments in children’s museums: Aesthetics, environmental preference and creativity. Paper presented at Beauty, Creativity and Sensory Delights, Interactivity 2000: Creativity in Civil Society, Association of Youth Museums & Institute for Civil Society, Baltimore, MD.

Lapp, J., & Attridge, M. (2000). Worksite interventions reduce stress among high school teachers and staff. International Journal of Stress Management, 7(3), 229–232.

Lee, D. L. (2006). Facilitating transitions between and within academic tasks: An application of behavioral momentum. Remedial and Special Education, 27(5), 312–317.

Lewis, M. (2000). Where children learn: Facilities conditions and student test performance in Milwaukee public schools. Scottsdale, AZ: Council of Educational Facility Planners International. Retrieved September 12, 2002, from http://www.cefpi.org/pdf/issue12.pdf

MacKenzie, R. J. (1996). Setting limits in the classroom: How to move beyond the classroom dance of discipline. Rocklin, CA: Prima.

Malone, B. G., Bonitz, D. A., & Rickett, M. M. (1998). Teacher perceptions of disruptive behavior: Maintaining instructional focus. Educational Horizons, 76(4), 189–194.

Marshall, M. (2001). The power of positivity: Part 1. Retrieved March 4, 2009, from http://www.marvinmarshall.com/pdf/promoting_learning/
power_of_positivity_1.pdf

Marshall, M. (2002, March). Rules vs. expectations. Retrieved March 31, 2009, from http://www.marvinmarshall.com/pdf/promoting_learning/
rules-vs-expectations.pdf

Marshall, M. (2007, November 1). Classroom management vs. discipline. Discipline for smart people Weblog. Retrieved March 10, 2009, from http://disciplineforsmartpeople.com/classroom-management-discipline/

Martin, G., & Pear, J. (2007). Behavior modification: What it is and how to do it (8th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.

Maslow, A. H. (1943). A theory of human motivation. In Classics in the History of Psychology. Retrieved March 10, 2009, from http://psychclassics.yorku.ca/Maslow/motivation.htm

Mayer, G. R. (2002). Behavioral strategies to reduce school violence. Child & Family Behavior Therapy, 24(1–2), 83–100.

McCroskey, J. C., Richmond, V. P., & McCroskey, L. L. (2006). Nonverbal communication in instructional contexts. In V. Manusov & M. L. Patterson (Eds.), The Sage handbook of nonverbal communication (pp. 421–436). Thousand Oaks, CA: Sage.

McGrath, M. J. (2007). School bullying: Tools for avoiding harm and liability. Thousand Oaks, CA: Corwin.

Miller, P. W. (2005). Body language in the classroom. Techniques: Connecting Education and Careers, 8, 28–30.

Miltenberger, R. G. (2004). Behavior modification: Principles and procedures (3rd ed.). Belmont, CA: Thomson/Wadsworth.

Morrow, L. M., Reutzel, D. R., & Casey, H. (2006). Organization and management of language arts teaching: Classroom environments, grouping practices, and exemplary instruction. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 559–581). Mahwah, NJ: Lawrence Erlbaum.

Mueller, C. M., & Dweck, C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality & Social Psychology, 75(1), 33–52.

Munoz, M. A., & Bacci, E. (2002). Serving at-risk urban middle school students: The behavioral coaches program. (ERIC Document Reproduction Service No. ED462663)

Murphy, K. A., Theodore, L. A., Aloiso, D., Alric-Edwards, J. M., & Hughes, T. L. (2007). Interdependent group contingency and mystery motivators to reduce preschool disruptive behavior. Psychology in the Schools, 44(1), 53–63.

Murphy, S., & Buckle, P. (2002). Association between back pain and posture on schoolchildren. In P. McCabe (Ed.), Contemporary ergonomics (pp. 106–111). London: Taylor and Francis.

Musser, E. H., Bray, M. A., Kehle, T. J., & Jenson, W. R. (2001). Reducing disruptive behaviors in students with serious emotional disturbance. School Psychology Review, 30, 294–304.

Nelsen, J., Lott, L., & Glenn, H. S. (1997). Positive discipline in the classroom (3rd ed). Rocklin, CA: Prima.

Nitsche, D. (2006). Talk less. Teach more! Nonverbal classroom management: group strategies that work. Butler, PA: Pearls of Learning Press.

Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23–34.

Noushad, P. P. (2008, July 20). From teacher burnout to student burnout. (ERIC Document Reproduction Service No. ED502150)

Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70(3), 323–367.

Parcells, C., Stommel, M., & Hubbard, R. P. (1999). Mismatch of classroom furniture and student body dimensions. Journal of Adolescent Health, 24, 265–273.

Partin, R. L. (2005). Classroom teacher’s survival guide (2nd ed.). San Francisco: Jossey-Bass.

Patrick, H., Anderman, L. H., & Ryan, A. M. (2002). Social motivation and the classroom social environment. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 85–108). Mahwah, NJ: Lawrence Erlbaum.

Patton, J. E., Snell, J., Knight, W. J., & Gerken, K. (2001). A survey study of elementary classroom seating designs. Paper presented at the Annual Meeting of the National Association of School Psychologists, Washington, DC. (ERIC Document Reproduction Service No. ED454194)

Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186–196.

Peterson, R. L., & Skiba, R. (2001). Creating school climates that prevent school violence. Clearing House, 74(3), 155–163.

Purkey, W. W., & Strahan, D. B. (2002). Inviting positive classroom discipline. Westerville, OH: National Middle School Association.

Reeve, J. (2006). Extrinsic rewards and inner motivation. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 645–664). Mahwah, NJ: Lawrence Erlbaum.

Richards, J. (2006). Setting the stage for student engagement. Kappa Delta Pi Record, 42(2), 92–94.

Richmond, V. P. (2002). Teacher nonverbal immediacy: Uses and outcomes. In J. L. Chesebro & J. C. McCroskey (Eds.), Communication for teachers (pp. 65–82). Boston: Allyn and Bacon.

Rittner-Heir, R. M. (2002). Color and light in learning. School Planning & Management, 41(2), 57–58, 60–61.

Roberts, K. (2000). Conferencing with confidence: Suggestions for using portfolios in student-led conferences. Ohio Reading Teacher, 34(2), 34–39.

Roland, E. (2002). Bullying, depressive symptoms and suicidal thoughts. Educational Research, 44(1), 55–67.

Ryan, R. M., & Deci, E. L. (2000). When rewards compete with nature: The undermining of intrinsic motivation and self-regulation. In C. Sansone & J. M. Harackiezicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 14–54). San Diego, CA: Academic Press.

Saarni, L., Nygrd, C. K., Rimpel, A., Nummi, T., & Kaukiainen, A. (2007). The working postures among schoolchildren: Controlled intervention study on the effects of newly designed workstations. Journal of School Health, 77(5), 240–247.

Schneider, M. (2002a). Do school facilities affect academic outcomes? Washington, DC: National Clearinghouse for Educational Facilities.

Schneider, M. (2002b). Public school facilities and teaching: Washington, DC and Chicago. Washington, DC: Building Educational Success Together Initiative. (ERIC Document Reproduction Service No. ED474242)

Seaward, B. L. (2009). Managing stress: Principles and strategies for health and well-being (6th ed.). Sudbury, MA: Jones and Bartlett. Retrieved April 1, 2009, from http://books.google.com/books?id=ADv_IJwhYpQC&printsec=frontcover

Sheldon, S. B., & Van Voorhis, F. L. (2001). Identifying essential elements of school partnership programs and effects on family involvement. Paper presented at the annual meeting of the American Sociological Association, Anaheim, CA.

Simmons, B. J. (2002). Facilitative conferences: Parents and teachers working together. The Clearing House, 76(2), 88–93.

Simon, B. S. (2001). Family involvement in high schools: Predictors and effects. NASSP Bulletin, 85(627), 8–19.

Sprick, R. S. (2006). Discipline in the secondary classroom: A positive approach to behavior management (2nd ed). San Francisco: Jossey-Bass.

Stipek, D. J. (2002). Good instruction is motivating. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 309–332). San Diego, CA: Academic Press.

Stone, N. J. (2001). Designing effective study environments. Journal of Environmental Psychology, 21(2), 179–190. 

Storms, B. A., & Lee, G. (2001). How differences in program implementation influence opportunities for developing reflective practice. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. (ERIC Document Reproduction Service No. ED466461)

Stough, L. M., Palmer, D. J., & Leyva, C. (1998). Listening to voices of experience in special education. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Strom, P. S., & Strom, R. D. (2003). Teacher-parent communication reforms. The High School Journal, 86(2), 14–21.

Stronge, J. H. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.

Sutherland, K. S., Wehby, J. H., & Copeland, S. R. (2000). Effect of varying rates of behavior-specific praise on the on-task behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 8(1), 2–8.

Taylor, B .M., Pearson, P. D., Clark, K. F., & Walpole, S. (1999). Effective schools and accomplished teachers: Lessons about primary grade reading instruction in low-income schools. Elementary School Journal, 101, 121–166.

Taylor, B. M., Pressley, M., & Pearson, P. D. (2000). Effective teachers and schools: Trends across recent studies. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement. (ERIC Document Reproduction Service No. ED450353)

Thompson, J. G. (2002). First-year teacher’s survival kit. San Francisco: Jossey-Bass. 

Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). The Good Behavior Game: 1969–2002. Behavior Modification, 30(2), 225–253.

Todd, A., Haugen, L., Anderson, K., & Spriggs, M. (2002). Teaching recess: Low cost efforts producing effective results. Journal of Positive Behavior Interventions, 4(1), 46–52.

Toodle, C. M. (2002). A study of perceived stress and the constructs of burnout among special education middle school teachers. Dissertation Abstracts International Section A: Humanities & Social Sciences, 62(9-A), 2946.

Van Voorhis, F. L. (2001). Teachers’ use of interactive homework and its effects on family involvement and science achievement of middle grade students. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.

Vidoni, C., & Ward, P. (2006). Effects of a dependent group-oriented contingency on middle school physical education students’ fair play behaviors. Journal of Behavioral Education, 15(2), 80-91.

Walker, J. M. T., & Hoover-Dempsey, K. V. (2006). Why research on parental involvement is important to classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice and contemporary issues (pp. 665–684). Mahwah, NJ: Lawrence Erlbaum.

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1994). Educational resilience in inner cities. In M. C. Wang & E. Gordon (Eds.), Educational resilience in inner-city America: Challenges and prospects (pp. 45–72). Hillsdale, NJ: Erlbaum.

Weinstein, C. S. (2002). Audio transcripts - Effective classroom management. Retrieved March 4, 2009, from http://www.itm-info.com/mvp2/images/mvp1audio.pdf

Weinstein, C. S. (2006). Middle and secondary classroom management: Lessons from research and practice. New York: McGraw-Hill.

Weinstein, C. S., & Mignano, Jr., A. (2007). Elementary classroom management: Lessons from research and practice. New York: McGraw-Hill.

Weinstein, R. S. (2002). Reaching higher: The power of expectations in schooling. Cambridge, MA: Harvard University Press.

Wellbeing Lifestyles. (2001). Stress reduction and personal renewal. Retrieved April 1, 2009, from http://www.wellbeinglifestyles.com/stress-quiz/index.html

Wiseman, D. G., & Hunt, G. H. (2001). Best practice in motivation and management in the classroom. Springfield, IL: Charles C. Thomas.

Wong, H. K., & Wong, R. T. (2004). The first days of school: How to be an effective teacher. Mountain View, CA: Henry K. Wong.

Woolfolk Hoy, A., & Weinstein, C. S. (2006). Students’ and teachers’ perspectives on classroom management. In C. Evertson & C. S. Weinstein (Eds.), Handbook for classroom management: Research, practice, and contemporary issue (pp. 181–220). Mahwah, NJ: Lawrence Erlbaum.

Wootan, F. C., & Mulligan, C. H. (2007). Not in my classroom. Avon, MA: Adams Media.

Wragg, E. C. (2005). The art and science of teaching and learning: The selected words of Ted Wragg. New York: Routledge. Retrieved September 14, 2009, from http://books.google.com/books?id=BsdI0Rr8jEAC&lpg=PP1&pg=PA72#v=
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Wuest, D. (1999). Are you with it? In PE Central, Learning Environment Articles. Retrieved March 17, 2009, from http://www.pecentral.org/climate/april99article.html

Yarbrough, K. A. (2000). The relationship of school design to academic achievement of elementary school children. Unpublished doctoral dissertation, University of Georgia, Athens.

Yazejian, N. M. (1999). The relationship between school identification and dropping out of school. Dissertation Abstracts International, 59(8-A), 2857. 

Yoon, J. S. (2002). Teacher characteristics as predictors of teacher-student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality, 30, 485–494.

Yow, J. (2001). Teachers: A tribute to the enlightened, the exceptional, the extraordinary. Kansas City: Andrews McMeel.

Zandvliet, D. B., & Straker, L. M. (2001). Physical and psychosocial aspects of the learning environment in information technology rich classrooms. Ergonomics, 44(9), 838–857.

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