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Borrego Jr, J., & Burrell, T. L. (2010). Using behavioural parent training to treat disruptive behaviour disorders in young children: A how-to approach using video clips. Cognitive and behavioural practice, 17(1), 25-34.

Brotman, L. M., Calzada, E., Huang, K. Y., Kingston, S., Dawson‐McClure, S., Kamboukos, D., & Petkova, E. (2011). Promoting effective parenting practices and preventing child behaviour problems in school among ethnically diverse families from underserved, urban communities. Child development, 82(1), 258-276.

Hedges, L. V. (2011). Effect sizes in three-level cluster-randomised experiments. Journal of Educational and Behavioral Statistics, 36(3), 346-380.

Larcara, M. (2015). Benefits of the flipped classroom model. In Curriculum design and classroom management: Concepts, methodologies, tools, and applications (pp. 93-105). IGI Global.

Neal, J. W., Cappella, E., Wagner, C., & Atkins, M. S. (2011). Seeing Eye to eye: Predicting teacher-student agreement on classroom social networks. Social Development, 20(2), 376-393.

Patterson, G. R., DeBaryshe, B. D., & Ramsey, E. (2017). A developmental perspective on antisocial behaviour. In Developmental and Life-course Criminological Theories (pp. 29-35). Routledge.

Regina, M. O., Joseph, H. W., & Daniel, J. R. (2016). Teacher classroom management practices: Effects on disruptive or aggressive student behaviour.

Van Ryzin, M. J., Stormshak, E. A., & Dishion, T. J. (2012). Engaging parents in the family check-up in middle school: Longitudinal effects on family conflict and problem behaviour through the high school transition. Journal of Adolescent Health, 50(6), 627-633.

Worth, K. (2013). Science in the early childhood classroom. Learning from Head Start: A Teacher's Guide to School Readiness, 117.

The authors of the articles explain the issue of students' behaviour in schools and how their parents may be engaged to assist the teachers in controlling the issue of the students' behaviour in schools since the parents know their children better than the teachers. The authors argue that there should be effective practices from parents as well as the teachers should rate the issues of student's behaviour in school. They argued that there was a need for the parents to be engaging in behaviour problems of their children in school since some of the practices are inherited. Other authors address the issue of classroom size; they argue that a classroom size should be proportionate to the number of students in it, for example in U.S, the classroom size recommended in elementary school is about nine hundred square feet. In case the policy of the state permits each teacher to have 20 students, then the classroom size should have square feet of 1029. This measurement ensures that there is no congestion in the classroom and that the teachers are not overloaded with work thus producing good grades. Lastly, the authors state that each school management must ensure the size of the classroom accommodates the required number of students.