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Course Project: Annotated Bibliography 1-8
Ieshia N. Davis
School of Education, Liberty University
EDUC 701: Advanced Learning Theory and Research
Author Note
Ieshia N. Davis
I have no known conflict of interest to disclose.
Correspondence concerning this assignment should be addressed to Ieshia N. Davis
Email: [email protected]
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Topic: The Impact of Classroom Management on Teacher Effectiveness
Bardach, L., & Klassen, R. (2019). Smart Teachers, Successful Students? A Systematic Review of
the Literature on Teachers’ Cognitive Abilities and Teacher Effectiveness.
https://doi.org/10.31234/osf.io/nt7v9
The authors conducted a literature review that focuses on determining the relationship if any,
between a teacher’s individual cognitive abilities and their overall teacher effectiveness as it
relates to student learning outcomes. Furthermore, the authors were able to identify key
limitations related to construct measurement, sampling approaches, statistical analyses and the
interpretation and reporting of the included studies and outline a path for future research on
teachers’ cognitive abilities and teacher effectiveness. And although the results of the research
was determined to be inconclusive due to a number of factors, it contained a plethora of
information that I thought would be relevant to the main points of my research topic. This article
will be beneficial to my course project research as it demonstrates the understanding of one of
the various aspects to a teacher’s overall effectiveness. Additionally, the article will support my
efforts in defining teacher effectiveness and outlining how an individual’s ability to effectively
manage the day-to-day activities of an educator at any level.
Green, A. E., Willging, C. E., Zamarin, K., Dehaiman, L. M., & Ruiloba, P. (2019). Cultivating
healing by implementing restorative practices for youth: Protocol for a cluster
randomized trial. International Journal of Educational Research, 93, 168–176.
https://doi.org/10.1016/j.ijer.2018.11.005
This research produces a detailed description of restorative practices and how they affect the
effectiveness of instructional practices and classroom environment. Furthermore, the research
was set out to determine of restorative practices alone are effective to utilize by teachers who are
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seeking to improve the learning environment for their students. The results of the study
concluded that restorative practices yielded several successes including:
A) A reduction in suspensions, expulsions, truancy, and bullying.
B) An improvement in grade point averages, sense of safety, and teacher support.
C) Identified factors associated with implementation success.
D) Determined a cost-benefit analysis of as it pertains to society and government’s
perspective.
This research benefits my project because it addresses one of the strategies that relates to
behavior management. Additionally, the work provides a clear definition of restorative practices
and discusses how when implemented effectively could assist teachers, especially new teachers,
in addressing problematic behaviors in their classrooms to support the improvement of learning
environments.
Marder, J., Thiel, F., & Göllner, R. (2023). Classroom management and students’ mathematics
achievement: The role of students’ disruptive behavior and teacher classroom
management. Learning and Instruction, 86, 101746.
https://doi.org/10.1016/j.learninstruc.2023.101746
This study examined two sets of German secondary students and how teachers classroom
management plans carried out in mathematics class is affected by students’ disruptive behaviors
and diminishing overall teacher effectiveness. Many believe that successful classroom
management requires both student and teacher efforts; although little research exists about the
extent to which the classroom management process is affected by the classroom context
(students in the classroom). To address this gap in the research, the present two studies examined
in this work, analyzes the effectiveness of teachers' classroom management in mathematics
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while considering students' disruptive behavior in the classroom. Classroom management is
usually assessed utilizing a wide range of factors that refer to teacher or student actions in the
classroom.KThe results of the study determined that teachers' monitoring activity needs to
consider students’ disruptive behavior in the classroom, highlighting the complexity of effective
classroom management. This work is beneficial to my research project because it illustrates the
complexity that is effective classroom management, addressing how a few factors affect
instructional practices, student learning, student achievement, and addressing disruptive/negative
behavior as it pertains to a teacher’s overall effectiveness during formative and summative
evaluations.
Moran, E., Sloan, S., Walsh, E., & Taylor, L. (2024). Exploring restorative practices: Teachers’
experiences with early adolescents. International Journal of Educational Research Open,
6, 100323. https://doi.org/10.1016/j.ijedro.2024.100323
The research in this journal article narratives how to establish a restorative culture throughout the
school. Specifically, the authors set out to advocate for a systematic change in adjusting our
approach from a results-focused mindset to a more relational approach to teaching and learning.
The work determines effective approaches to implementing restorative practices to improve
behavior, teaching practices, and student learning and achievement, thus improving the school’s
climate and culture; creating an environment that is conducive to learning. This published work
is beneficial to my research in the sense that it provides additional clarity regarding restorative
practices and how it affects teaching and learning. Furthermore, this work addresses teacher
experience and other school aspects as it pertains to restorative practices. Additionally, it
provides a narrative of what is needed to bring about such great change, including positive
attitudes, school leaders’ support and guidance, and clear expectations to help foster this work.
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Ozkanal, U. (2023). Investigating pre-service teachers’ perspectives on classroom management
strategies demonstrated by Mentor Teachers. International Journal on Social and
Education Sciences, 5(3), 643–652. https://doi.org/10.46328/ijonses.601
The purpose of this study is to investigate the viewpoints of pre-service teachers as it pertains to
classroom management strategies demonstrated by practicum teachers in school experience
courses. This investigation was conducted with 245 pre-service teachers from various university
school of education departments. The high participation of pre-service teachers in classroom
management strategies indicates that they are prepared to positively apply the classroom
management course's knowledge and skills. Of the evaluation of practice studies on classroom
management strategies in schools, many preservice teachers reported gaining experience in
communication, classroom management, and fundamental teaching skills through school
experience courses. Therefore, the study concluded that enhancing undergraduate course content
will well equip pre-service teachers with more effective strategies. This study is beneficial to my
research because it defines classroom management and addresses how important it is to teaching
and learning; and due to the complexity of the topic, it is important to equip pre-service
educators with strategies prior to engaging in instructional activities. Additionally, the work will
provide a narrative of the early experiences of educators implementing classroom management
strategies which is a key piece of my research.
Sims, W. A., Yu, R., King, K. R., Zahn, D., Mandracchia, N., Monteiro, E., & Klaib, M. (2022).
Measuring classroom management in secondary settings: Ongoing validation of the direct
behavior rating-classroom management. Assessment for Effective Intervention, 48(3),
149–158. https://doi.org/10.1177/15345084221118316
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The authors of this work illustrates how well-established classroom management practices
impact student achievement, social-emotional learning, and behavioral outcomes. This study
continues the validate implementation of Direct Behavior Rating-Classroom Management (DBR-
CM) practices, which is an efficient and flexible measure of teacher classroom management
practices in school settings. The data was collected from 140 U.S. Midwest middle and high
school classrooms. Furthermore, the work examines the use of evidence-based classroom
management practices linking to a range of positive student outcomes, yet pre-service classroom
management training for teachers has been largely neglected. The results of the work determined
the growing support of Direct Behavior Rating-Classroom Management practices. This is
beneficial to my research assignment in the sense it proves the necessity for preparing teachers to
implement and/or improve classroom management practices through professional development
or during pre-service learning. Additionally, this work will help to prove how educators’
effectiveness is measured by their classroom management practices which is the main point to be
proven through my work.
Sodergren, C. D. C., Kettler, T., Sulak, T., & Payne, A. (2023). Teacher self-efficacy,
innovativeness, and preparation to teach cross-curriculum skills. International Journal of
Contemporary Educational Research, 10(1), 197–209.
https://doi.org/10.33200/ijcer.1104747
The authors of this study investigated the impact of an innovative campus culture and
preparation for teaching cross-curriculum skills and how that relates to teacher-self efficacy. The
results concluded that innovation had little impact on classroom management effectiveness,
instruction, and student engagement, however teacher preparation to teach across content areas
had a more significant effect on classroom management, instruction, and student engagement.
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This work benefits my research because it proves that although innovation is a growing aspect of
teaching and learning, focus from classroom management cannot be minimized. The work
illustrates the greater emphasis that continues to be placed on teaching cross-curriculum skills,
including creativity, problem solving, and communication, teachers still struggle to prove it in
teaching in the classroom. As these skills are crucial to future student success, it follows that
preparation for these skills and the subsequent boost in teacher self-efficacy that teachers receive
from that preparation are key to students’ actualization of these skills which directly relates
additional aspects of classroom management. If teachers are not confident in what to teach and
how to approach teaching, their self-efficacy, and classroom management as it pertains to
preparedness and possibly even maintaining behavior could be negative impacted. Additionally,
to teach cross-curriculum skills, classroom management must be highly effective.
Velez, G., Hahn, M., Recchia, H., & Wainryb, C. (2020). Rethinking responses to youth
rebellion: Recent growth and development of restorative practices in schools. Current
Opinion in Psychology, 35, 36–40. https://doi.org/10.1016/j.copsyc.2020.02.011
In this journal article, the authors review recent psychological work on the restorative practices
movement in schools, providing adults in schools to have an alternative for how to respond to
young people. This change in frameworks has implications for students’ development processes
and can reframe some forms of rebellion as productive. Additionally, the authors effectively
define what restorative justiceKentails and addresses theoretical developments in this topic.
Furthermore, the authors outline interventions, programs, and outcomes of implementation and
determined the future directions and research opportunities for psychologists. The conclusion of
the study determined that restorative practices are a burgeoning movement in schools as they
attempt to respond to inequality and inequities in the school system and older discipline
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practices. This study will help to support the psychological and developmental aspects behind
implementing restorative practices to the benefits of the students. Also, the work will help to
better explain restorative practices and how it will support in rebellious and disruptive behaviors
that impact the classroom learning environment; directly addressing the behavioral aspect of
classroom management.
