Rimm-Kaufman, S., & Sawyer, B. (2004). Primary-Grade Teachers’ Self-Efficacy Beliefs, Attitudes toward Teaching, and Discipline and Teaching Practice Priorities in Relation to the “Responsive Classroom” Approach. The Elementary School Journal, 104(4), 321-341.

Findings showed that teachers who reported using more Responsive Classroom (RC) practices reported greater self-efficacy beliefs and teaching practice priorities that were consistent with those of the RC approach. Teachers at RC schools were also more likely to report positive attitudes toward teaching as a profession and to hold disciplinary and teaching practice priorities that were aligned with the goals of the RC approach. Findings are discussed in relation to the teacher and school changes that accompanied implementation of the RC approach.

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Church, K., Hirsch, E., Sioberg, A. (2012) Improving Teaching and Learning Conditions: Promising Practices from Pittsburgh Schools. The New Teacher Center.

This brief was written by the New Teacher Center to provide schools with some promising strategies from seven schools in Pittsburgh to inform their own school improvement planning. These seven schools successfully addressed time, school leadership, managing student conduct, and teacher leadership with effective strategies.

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Adelman, H. & Taylor, L. (2007). Fostering School, Family, and Community Involvement. The Hamilton Fish Institute on School and Community Violence & Northwest Regional Educational Laboratory.

This guidebook provides an overview of the nature and scope of collaboration, explores barriers to effectively working together, and discusses the processes of establishing and sustaining the work. It also reviews the importance of using data, issues related to sharing information, and examples of collaborative efforts from around the country.

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Moore Partin, T. C. et al. (2010). Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior. Preventing School Failure.

This free online article presents guidelines for increasing teachers’ effective use of praise and opportunities for students to respond (OTR) as a preventative measure for reducing problem behavior and increasing appropriate behavior in urban classroom settings.


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Robinson, T. R. (2007). Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams. Beyond Behavior.

Cognitive behavior interventions (CBI) are strategies to teach appropriate behavior to students with emotional and behavior disorders. CBIs are based on verbal self-regulation or talking aloud to think through the consequences of an action. Steps necessary to implement CBI for students with severe behavior issues are explained.

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Crawford AuSable School District (Michigan). Behavioral Intervention Strategies. Crawford AuSable School District.

Different types of student behavior require different types of interventions. This checklist of research-based intervention strategies teachers with options and guidelines to avoid misbehavior and maintain a positive environment focused on teaching and learning.

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Kutash, K. & Duchnowski, A. J. (2007). The Role of Mental Health Services in Promoting Safe and Secure Schools. The Hamilton Fish Institute on School and Community Violence; Northwest Regional Educational Laboratory.

The guide provides an overview of research-based school mental health models and offers guidance for school personnel and others on implementing mental health–related services, including the role that federal, state, and district policies play and the need for community involvement.