1

ANNOTATED BIBLIOGRAPHY

Annotated Bibliography: School-to-Prison-Pipeline

Alexander W. LaForest

School of EDD: Administration and Supervision: Educational Leadership, Liberty University

EDUC701: Advanced Learning Theory and Research

Dr. Ellen Black

February 6, 2022

Author Note

Alexander W. LaForest

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Alexander LaForest.

Email: alaforest@liberty.edu
2
ANNOTATED BIBLIOGRAPHY
Annotated Bibliography: School-to-Prison-Pipeline

Adedigba, O., & Sulaiman, F. R. (2020). Influence of teachers’ classroom management style

on pupils’ motivation for learning and academic achievement in Kwara State.

International Journal of Educational Methodology, 6(2), 471–480.

This article strives to identify if there is a connection between a teacher’s management

style and the motivation that a student has for learning academic information. While

being an examination of students in the Kwara State in Nigeria, the ideas and notions

formulated by Adedigba and Sulaiman hold ground in classrooms of all different

backgrounds. The two authors make a note to identify that their study is conducted over

diverse background of teachers as well as students. They focus on three varying types of

management that are prevalent in the classroom: Authoritarian, Democratic, and

Permissive/ Laissez-Faire. Throughout Adedigba and Sulaiman’s study, they found that

there is a connection between teacher’s management style a student’s intrinsic and

extrinsic motivation. While the primary method used by teachers is authoritarian,

democratic style leadership is found to have the best results when trying to garner student

motivation. This research directly correlates to the goal of trying to discover if there is a

connection between classroom management and student engagement, while still leaving

room to conduct further research on whether there is an extending connection to student

discipline and the school-to-prison-pipeline.

Badamas, O. L. (2021). Basic school teachers’ personality type as determinant of classroom

management in Lagos State, Nigeria. Journal of Education and Learning (EduLearn),

15(3), 329–334.
3
ANNOTATED BIBLIOGRAPHY
This article examines whether there is a direct connection between a teacher’s personality

type and their preferred or baseline method of classroom management. Badamas, notes

that having a lack of classroom management skills leads to teacher burnout as well

teachers leaving the profession. While being a research study conducted in the Lagos

State of Nigeria, Badamas’ findings can find ground in most classrooms. However, while

having a large survey pool from the Lagos State, the research does invite the question if

cultural background and upbringing influences personality type? That aside, Badamas

notes that teachers’ personality types can be a determinant of classroom management.

The biggest connection to management style is being open or closed to experience and

change. Another outcome being that teacher gender directly correlates with teacher

management style, which Badamas acknowledges goes against primary research and

could be due to the disproportionate amount of female to male teachers in the survey

pool. While Badamas’ research does pose clarifying questions, it also invites the notion

of whether teacher personality and conduct in the classroom can influence student

trauma?

Bozkuş, K. (2021). A systematic review of studies on classroom management from 1980 to

2019. International Electronic Journal of Elementary Education, 13(4), 433–441.

This study review focuses on how the view of classroom management has evolved from

1980 to 2019. Bozkuş notes that classroom management encompasses everything from

teacher actions to mentality and classroom environment. A bibliometric analysis of 270

articles is conducted to identify keywords and common trends surrounding classroom

management. Articles were chosen based upon the times that they have been cited, with

the most popular article having 19.89 citations per year between 2000 and 2019. Some of
4
ANNOTATED BIBLIOGRAPHY
the most common words and phrases found in the bibliometric study being teacher

education, teacher training, and professional vision. Bozkuş acknowledges the limitations

of the research conducted in this study, as there could be large generalizations formed by

the findings through this large of a collection of articles and years spanned. However, a

major finding in the study is an uptick in the interest on the research and improvement of

classroom management around the mid to late 2000s. Bozkuş proposes that there could

be a connection between the increased focus of high stakes testing and the need for more

understanding behind methods and implementation of classroom management strategies.

This begs the question whether high stakes testing poses an equitable environment for all

students.

Debbag, M., & Fidan, M. (2020). Relationships between prospective teachers’ multicultural

education attitudes and classroom management styles. International Journal of

Progressive Education, 16(2), 111–122.

This article examines the connections between teachers’ management styles and their

attitudes surrounding multicultural education. While this study is based in Turkey

focusing 495 prospective teachers over two universities, the notion of multicultural

education directly ties to the United States’ initiative of restorative and trauma informed

practices. Debbag and Fidan focused on four types of management being authoritarian,

authoritative, laissez-faire, and indifferent. In their study they found that most teachers

gravitated towards using an authoritative, using logic and reasoning to set boundaries and

expectations, as a method for classroom management. Additionally, they found a strong

positive correlation between creating and environment for multicultural education and

authoritative. However, teachers who have authoritarian, indifferent, and laissez-faire

5
ANNOTATED BIBLIOGRAPHY
management styles were commonly found to have a biased approach to multicultural

education. Debbag and Fidan do a good job acknowledging both the pros and cons of the

four different management styles, as well as how surveying active teachers could have

proposed different results than surveying prospective teachers. Future research could

examine how to best include student voice and culture in the managerial shift of learning

to a more student-centered classroom.

Zoromski, A., Evans, S. W., Owens, J. S., Holdaway, A., & Royo Romero, A. S. (2021). Middle

school teachers’ perceptions and use of classroom management strategies and

associations with student behavior. Journal of Emotional and Behavioral Disorders,

29(4), 199–212.

This article focuses on the mindset and utilization of classroom management techniques

in middle school settings. Zoromski et. al identify disruptive student behaviors as a

casualty of teacher burnout, low student achievement, and a contributor to student

dropout. They acknowledge maximizing structure, establishing behavioral expectations,

engaging students, reinforcing appropriate behavior, and responding to inappropriate

behavior as feature of effective classroom management. Fifty-eight middle school

teachers in rural and urban Southeast Ohio were surveyed for this study. Zoromski et. al

found that an average of 18.76 disruptions occurred per half hour. Additionally, the study

found that a majority of teachers are responding inappropriately to classroom disruptions.

Many of the inappropriate responses being attributed to either unclear directions, or

teachers opting to ignore the disruption at the sake of continuing the lesson. The study

conducted highlights good gaps in teaching practices while also offering further

improvements for how to handle classroom disruptions and improve methods of

6
ANNOTATED BIBLIOGRAPHY
classroom management. Further research could be done examining the why behind

student actions and the influence that that knowledge has on a teachers’ frequency of

intervening with classroom management redirection strategies.