Evidence Based Practices in Urban Classroom and Behavior Management: A
Review of the Literature
ABSTRACT
Todays urban student population
differs from the historical
American classroom. This creates
a gap between management
strategies in use and those that
may best serve modern students.
The current literature review
analyzes components of
classroom behavior management
used in contemporary urban
classrooms and provides
suggestions for additional
research in the field of teacher
preparation.
CONTACT
Kathy B. Ewoldt, M.Ed.
University of Nevada Las Vegas
Ewoldtk@unlv.nevada. edu
Kathy B. Ewoldt, M.Ed. In Collaboration with Kristin Withey & Katelyn Zirkus
University of Nevada, Las Vegas
INTRODUCTION METHODS RESULTS
(Continued)
Since the inception of compensatory public
education, classroom management has been Search Terms:
Based on two critical features of effective classroom
Target: Teacher behavior
identified as a critical component of student feedback from self
achievement (Dunlap et al., 2010; Greenwood, 1991; management from Simonsen et al. (2008):
(a) strategies for responding to appropriate student feedback from others
Marzano & Marzano, 2003; Simonsen, Fairbanks,
Briesch, Myers, & Sugai, 2008; Wang, Haertel, & behaviors
Walberg, 1993). (b) strategies for responding to inappropriate student Target: Student behavior
behaviors. Prevention intervention
Previous literature reviews of classroom management
identified effective practices for the standard o Classroom management AND urban AND Contract OR Expectations and standards
American classroom of up to 40 years ago (Simonson Error correction Environment
et al., 2008). OR Expectations OR Feedback OR Ignoring OR Peer
Relational interactions
Previous classroom composition no longer matches monitoring
OR Praise OR Reinforcement OR Response Costs Reinforcement
todays urban classroom diversity.
Essential to find management practices that OR Rules OR Self management Punishment hierarchies
effectively support the needs of students in todays OR Social skills OR Token economy. Teaching skills to students
urban classrooms. o Required Urban AND Behavior.
The purpose of the present literature review is to
explore current urban classroom management
CONCLUSIONS & RECOMMENDATIONS
practices recognized as best practices using the ANALYSIS
framework of the Simonsen et al. (2008). o Limited amount of empirical research performed
o Each author read five articles and coded classroom o Variability in the definition of urban
behavior management strategies. o Consistent alignment of 3 prongs: Cultural
o Each author then read and coded an additional five relevancy, classroom management, and behavior
METHODS articles. management
o Each article was read and coded by at least two different o Ongoing professional development to relevant
Online Search of Databases:
authors. backsliding
o Academic Search Premier
o When a strategy was common to both authors lists, it
o Child Development & Adolescent Studies was added to the set of confirmed strategies.
o Education Resource Information Center (ERIC) o Strategies that were not identified by both authors were
o Education Full Text discussed by all three authors to determine inclusion to Cultural
o Professional Development Collection confirmed strategies or removal. Relevancy
o PsychArticles o The triangulated strategies were then grouped into broad
categories.
o SAGE Publications
o Teacher Development Series
o Teacher Reference Center
Delimiters: Behavior Classroom
o 2008 and newer Management Management
o Targeted to K-12 environments
Instructional
Selection: Minutes
o Run by two different researchers: a) combined search
and b) each term Classroom REFERENCES
individually. Removal
o Yielded 25 and 16 results.
o Researchers discussed articles that were not found by
both authors and came to
agreement that
Figure 1. Label 14Arial.
in 24pt articles found by Figure
both 2.researchers met
Label in 24pt Arial.
the inclusion criteria