Randy Sprick's Safe & Civil Schools – Practical Solutions, Positive Results!

Coaching Classroom Management

A PDF version of this list is available.

Abbot, R., O’Donnell, J., Hawkins, D., Hill, K., Kosterman, R., & Catalano, R. (1998). Changing teaching practices to promote achievement and bonding to school. American Journal of Orthopsychiatry, 68(4), 542-552.

Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and Psychopathology, 10, 187-213.

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental dis¬orders. (4th ed., text revision). Washington, DC: American Psychiatric Association.

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavior change. Psychological Review, 84, 191-215.

Becker, W., & Carnine, D. (1980). Direct Instruction: An effective approach to educational intervention with the disadvantaged and low performers. In B. B. Lahey & A. E. Kazdin (Eds.), Advances in clinical child psychology (Vol. 3). New York: Plenum.

Bernstein, R. J. (1991). Beyond Objectivism and Relativism. Philadelphia: University of Pennsylvania Press.

Block, P. (1993). Stewardship: Choosing service over self-interest. San Francisco: Berrett-Koehler.

Boehner, J. A., & Buck, H. P. (2003). The College Cost Crisis. U.S. House of Representatives Committee on Education and the Workforce.

Bohm, D. (1996). On Dialogue. London: Routledge Publishers.

Brophy, J., (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40-48.

Brophy, J. (1983). Classroom organization and management. Elementary School Journal, 83(4), 265-286.

Brubacher, J. W., Case, C. W., Reagan, T. G., et al. (1994). Becoming a reflective educator: How to build a culture of inquiry in the schools. Thousand Oaks, CA: Corwin Press.

Cameron, J., & Pierce, W. (1994). Reinforcement, reward, and intrinsic motivation: A meta-analysis. Review of Educational Research, 64, 363-423.

Carnine, D. W. (1976). Effects of two teacher-presentation rates on off-task behavior, answering correctly, and participation. Journal of Applied Behavior Analysis, 9, 199-206.

Chalfant, J., Van Dusen Pysh, M., & Moultrie, R. (1979). Teacher assistance teams: A model for within building problem solving. Learning Disability Quarterly, 2, 85-96.

Collins, J. (2005). Good to great and the social sectors: A monograph to accompany good to great. Boulder, CO: Jim Collins.

Colvin, G., Kame’enui, E., & Sugai, G. (1993). Reconceptualizing behavior management and school-wide discipline in general education. Education and Treatment of Children, 16, 361-381.

Connell, J., & Wellborn, J. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system process. In M. Gunnar & A. Sroufe (Eds.), Self processes and development. Hillsdale, NJ: Lawrence Erlbaum Associates.

Conner, D. (1993). Managing at the speed of change. New York: Villard.

Cotton, K. (1995 update). Effective Schooling Practices: A Research Synthesis. Compiled by Kathleen Cotton.

Cotton, K. (1984, 1999 update). Research you can use to improve results. Portland, OR: Northwest Regional Educational Laboratory. Alexandria, VA: Association for Supervision and Curriculum Development. (ERIC Document Reproduction Service No. ED432048).

Council for Exceptional Children (1987). Academy for effective instruction: working with mildly handicapped students. Reston, VA: Author.

Covey, S. (1989). The Seven Habits of Highly Effective People. New York: Simon and Schuster.

Csikszentmihalyi, M. (1994). The evolving self: A psychology for the third millennium. Mew York: Harper Collins.

Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. University of Washington, Center for the Study of Teaching and Policy.

Davies, F. W., & Yates, B.T. (1982). Self-efficacy expectancies versus outcome expectancies as determinants of performance deficits and depressive affect. Cognitive Therapy and Research, 6, 23-35.

Eisler, R. (2000). Tomorrow’s children. Boulder, CO: Westview Press.

Ellinor, L., and Gerard, G. (1998). Dialogue: Rediscover the transforming power of conversation. New York: John Wiley and Sons.

Emmer, E. T., Evertson, C.M., & Anderson, L.M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80, 219-231.

Evertson, C. M. (1995). Classroom organization and management program: Revalidation submission to the Program for Effectiveness Panel. U.S. Department of Education (Tech. Report). Nashville, TN: Peabody College, Vanderbilt University. (ERIC Document Reproduction Service No. ED403247).

Evertson, C. M., & Anderson, L.M. (1979). Beginning school. Educational Horizons, 57, 164-168.

Evertson, C. M., & Harris, A. (1999). Support for learning-centered classrooms: The classroom organization and management program. In H. J. Freiberg (Ed.), Beyond behaviorism: Changing the classroom management paradigm (pp. 59-74). Boston: Allyn & Bacon.

Espin, C. & Yell, M. (1994). Critical indicator of effective teaching for preservice teachers: Relationships between teaching behaviors and ratings of effectiveness. Teacher Education and Special Education, 17, 154-169.

Fisher, C. W., Berliner, D. C., Filby, N. N., Marliave, R., Cahen, L.S., & Dishaw, M. M. (1980). Teaching behaviors, academic learning time, and student achievement: An overview. In C. Denham & A. Lieberman (Eds.), Time to learn. Washington, DC: Department of Education.

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M, Wallace, F. (2005). Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.

Fullan, M. (2001). Leading in a culture of change: being effective in complex times. San Francisco: Jossey-Bass.

Good, T. & Brophy, J. (2003). Looking in classrooms. (9th ed.). New York: Allyn & Bacon.

Guerra, N., Attar, B., & Weissberg, R. (1997). Prevention of aggression and violence among inner-city youth. In D. Stoff, J. Breiling, & J. Maser (Eds.), Handbook of antisocial behavior (pp. 375-383). New York: Wiley & Sons, Inc.

Gunter, P., Hummel, J., & Venn, M. (1998). Are effective academic instructional practices used to teach students with behavior disorders? Beyond Behavior, 9, 5-11.

Guskey, T. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Hall, G. E., & Hord, S. M. (2006). Implementing change: Patterns, principles, and potholes. Boston: Pearson Education, Inc.

Hall, R. V., Lund, D., & Jackson, D. (1968). Effects of teacher attention on study behavior. Journal of Applied Behavioral Analysis, 1, 1-12.

Heward, W. L. (1994). Three low-tech strategies for increasing the frequency of active student response during group instruction (pp. 283-320). In R. Gardner, III, D. M. Sainato, J. O., Cooper, T. E., Heron W. L., Heward, J., Eshleman, & T. A. Grossi (Eds.) Behavior analysis in education: Focus on measurably superior instruction. Pacific Grove, CA: Brooks/Cole.

Horner, R. H., Diemer, S. M., & Brazeau, K. C. (1992). Educational support for students with severe problem behaviors in Oregon: A descriptive analysis from the 1987-88 school year. Journal of the Association for Persons with Severe Handicaps, 17(3), 154–169.

Ialongo, N., Poduska, J., Werthamer, L., & Kellam, S. (2001). The distal impact of two first-grade preventive interventions on conduct problems and disorder in early adolescence. Journal of Emotional and Behavioral Disorders, 9, 146-167.

Ingersoll, R. M. (2002, Aug. 15). High turnover plagues schools. USA Today, p. 13A.

Kannapel, P. J., & Clements, S. J. (2005). Inside the black box of high-performing high-poverty schools. Lexington, KY: Prichard Committee for Academic Excellence.

Kauffman, J. (2005). Characteristics of emotional and behavioral disorders of children and youth. Columbus, Ohio: Prentice Hall.

Kegan, R., & Lahey, L. (2001). How the way we talk can change the way we learn. San Francisco: Jossey-Bass.

Kellam, S. G., Ling, X., Merisca, R., Brown, C. H., & Ialongo, N. (1998). The effect of the level of aggression in the first grade classroom on the course and malleability of aggressive behavior into middle school. Development and Psychopathology, 10, 165-185.

Kise, Jane A. G. (2006). Differentiated coaching: A framework for helping teachers change. Thousand Oaks, CA: Corwin Press.

Knight, J. (2007). Instructional coaching: A partnership to improving instruction. Thousand Oaks, CA: Corwin Press, Inc.

Kounin J. (1970). Discipline and group management in classrooms. New York: Holt, Rinehart and Winston.

Lawrence-Lightfoot, S. (1999). Respect: An exploration. Cambridge: Perseus Books.

Le Blanc, M., Vallieres, E., & McDuff, P. (1992). Adolescent’s school experience and self-reported offending: An empirical elaboration of an interactional and developmental school social control theory. International Journal of Adolescence and Youth, 3, 197-247.

Lewis, T. & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide management. Focus on Exceptional Children, 31, 1-24.

Maguin, E., & Loeber, R. (1996). How well do ratings of academic performance by mothers and their sons correspond to grades, achievement test scores, and teachers’ ratings? Journal of Behavioral Education, 6, 405-425.

Maister, D.H., Green, C.H., & Galford, R.M. (2000). The trusted advisor. New York: Touchstone/Simon & Schuster.

Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works! Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.

Mayer, G.O. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28(4), 467-478.

McEvoy, A., & Welker, R. (2000). Antisocial behavior, academic failure, and school climate: A critical review. Journal of Emotional and Behavioral Disorders, 8, 130-140.

Mendler, A. N., & Curwin, R. L. (1999). Discipline with dignity for challenging youth. Bloomington, IN: National Education Service.

Menninger, K. (1985). Man against himself. Orlando, FL: Harcourt, Brace, Jovanovich.

Millen-Jameson, S., Davis, C., Reinke, W. M., & Lewis-Palmer, T. (2005). Brief Classroom Interaction Observation. Eugene, OR: University of Oregon publication.

National Research Council (2002). Minority students in special and gifted education. Committee on Minority Representation in Special Education, M. Suzanne Donovan and Christopher Cross, editors. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press.

Nelson, J. R., Crabtree, M., Marchard-Martella, N., & Martella, R. (1998). Teaching good behavior in the whole school. Teaching Exceptional Children, 30, 4-9.

O’Connor, P., Struck, G., & Wyne, M. (1979). Effects of a short-term intervention resource-room program for task orientation and achievement. Journal of Special Education, 13, 375-385.

Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

Peacock Hill Working Group (1991). Problems and promises in special education and related services for children and youth with emotional or behavioral disorders. Behavioral Disorders, 16, 299-313.

Prochaska, J. O., Norcross, J. C., & DiClemente, C. C. (1994). Changing for good. New York: Avon Books.

Quinn, M. M., Osher, D., Hoffman, C. C., & Hanley, T. V. (1998). Safe, drug-free, effective schools for all students: What works! Washington, DC: Center for Effective Collaboration and Practice at the American Institutes for Research.

Reinke, W.M., Lewis-Palmer, T., & Merrell, K. (under review). The Classroom Check-up: Decreasing classroom disruptive behavior through teacher consultation and performance feedback. School Psychology Quarterly. University of Northern Colorado: Guilford Press.

Sanders, W. L., & Horn, S. P. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.

Schon, Donald A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

Scott, S. (2002). Fierce conversations: Achieving success at work and in life, one conversation at a time. New York: Berkley Press.

Senge, P. (1993). Fifth discipline. New York: Doubleday Currency.

Simons-Morton, B. G., Crump, A. D., Haynie, D. L., & Saylor, K. E. (1999). Student-school bonding and adolescent problem behavior. Health Education Research, 14, 99-107.

Shores, R. E., Jack, S. L., Gunter, P. L., Ellis, D. N., DeBriere, T. J., & Wehby, J. H. (1993). Classroom interactions of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 1, 27-39.

Shores, R. E., Cegelka, P., & Nelson, C. (1973). Competency-based special education teacher training. Exceptional Children, 40, 192-197.

Skinner, C. H., Belfiore, P. J., Mace, H. W., Williams-Wilson, S., & Johns, G. A. (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.

Skinner, C. H., Smith, E. S., & McLean, J. E. (1994). The effects of intertribal interval duration on sight-word learning rates in children with behavioral disorders. Behavioral Disorders, 19, 98-107.

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.

Silberman, C. E. (1970). Crisis in the classroom: The remaking of American education. New York: Random House.

Sprick, R. S. (in press). Behavioral Interventions: A Response to Intervention Approach for Individual Student Support. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., & Howard, L. M. (1995). The teacher’s encyclopedia of behavior management: 100 problems, 500 plans. Eugene, OR: Pacific Northwest Publishing.

Sprick, R. S., Sprick, M. S., & Garrison, M. (1992). Foundations: Developing positive school discipline policies. Longmont, CO: Sopris West.

Sprick, R. S., Sprick, M. S., & Garrison, M. (2002). Foundations: Establishing positive discipline policies [Video program]. Eugene, OR: Pacific Northwest Publishing.

Stone, D., Patton, B., & Heen. S. (2000). Difficult conversations: How to discuss what matters most. London: Penguin.

Sugai, G., Sprague, J., Horner, R., & Walker, H. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor schoolwide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94-101.

Sutherland, K., Alder, V. & Gunter, P. (2003). The effect of varying rate of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239-248.

Sutherland, K. Wehby, J., & Yoder, P. (2002). Examination of the relationship between teacher praise and opportunities for students with EBD to respond to academic requests. Journal of Emotional and Behavioral Disorder, 10, 5-13.

Sutherland, K., & Wehby, J. (2001). Exploring the relationship between increased opportu¬nities to respond to academic requests and the academic behavioral outcomes of students with EBD: A review. Remedial and Special Education, 22, 113-121.

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

Tobin, T. & Sprague, J. (2002). Alternative educational programs: Accommodating tertiary level, at-risk students. In M. Shinn, H. Walker, & G. Stoner (Eds), Interventions for academic and behavior problems II: Preventive and remedial approaches. pp. 961-992, Bethesda, MD: National Association of School Psychologists.

Tucker, C., Zayco, R., Herman, K., Reinke, W., Trujillo, M., Carraway, K., et al. (2002). Teacher and child variables as predictors of academic engagement among African American children. Psychology in the Schools, 39, 477-488.

Vella, J. (1995). Training through dialogue: Promoting Effective learning and change with adults. San Francisco: Jossey-Bass.

Wagner, M. (1991). Drop-outs with disabilities: What do we know? What can we do? A report from the national longitudinal transition study of special education students. SRI International: Menlo Park, CA.

Wagner, M., Blackorby, J., & Hebbeler, K. (1993). Beyond the report card: The multiple dimensions of secondary school performance of students with disabilities. Menlo Park, CA: SRI International.

Warger, C. (1999-01). Prevention strategies that work. Burlington: Vermont University.

Warger, C. (1999-09). Positive behavior support and functional assessment. The ERIC Clearinghouse on Disabilities and Gifted Education; The Council For Exceptional Children. Arlington, VA: ERIC/OSEP Digest E580, No. ED434437.

Walker, H.M. (1995). The Acting Out Child. Longmont, CO: Sopris West, Inc.

Warren, K., Schoppelrey, S., Moberg, D., & McDonald, M. (2005). A model of contagion through competition in the aggressive behaviors of elementary school students. Journal of Abnormal Child Psychology, 33, 283-292.

Wehby, J., Symons, R., & Shores, R. (1995). A descriptive analysis of aggressive behavior in classrooms for children with emotional and behavioral disorders. Behavioral Disorders, 20, 87-105.

West, R., & Sloane, H. (1986). Teacher presentation rate and point delivery rate: Effect on classroom disruption, performance accuracy, and response rate. Behavior Modification, 10, 267-286.

Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.

Veenman, S. (1984). Perceived needs of beginning teachers. Review of Educational Research, 54, 143-178.