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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Bluestein, J. (2012). Goodbye, Authoritarian Discipline: Gain Staff Buy-In. Education World.

Staff buy-in is essential for policies and procedures to be consistently implemented across the school. This short article provides key strategies to gain staff buy-in for building a positive school climate. Strategies such as maintaining administrator visibility, valuing teacher input, building teacher autonomy, and supporting rewards-orientated practices are suggested.

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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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Center for Social and Emotional Education. (2010). School Climate Research Summary. Center for Social and Emotional Education.

This report suggests that “[s]chool climate is based on patterns of people’s experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures.” This research brief reviews current trends in school climate and provides suggestions to improve conditions for safety, learning, teaching, and relationships.

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Center for Social and Emotional Education (2012). Cultivating Caring Learning Communities. National School Climate Center.

In order for an atmosphere of trust and respect to be pervasive, it must be cultivated in the classroom. This resource guide provides classroom activities to support positive social and emotional growth in order to improve teaching and learning conditions. Suggestions are made to increase parental involvement in improving the school climate.