Corrective Behavior Management Strategies and Models - Annotated Bibliography Example

Annotated Bibliography Name Institution Date An annotated bibliography: Corrective Behavior Management Strategies/ Models Introduction Behavior management in classrooms is a continuous process. It is vital for teachers to understand what kind of strategies to employ in their classrooms since managing behavior in classrooms is a challenge. All techniques can be employed in management of behavior in classrooms and impacting corrective measures. However, not all models of behavior management in classrooms are effective. It is the responsibility of educators to understand the appropriateness of these models in their own settings. Investing on research and sharing information can be effective in determining reliable models and strategies. Different researchers in the education sector have attempted to examine and research on this topic over the years. This paper illustrates works of five authors in their attempt to explore the subject of corrective behavior management strategies or models in the form of annotated bibliographies. Woodcock, S., & Reupert, A. (2012). A cross-sectional study of student teachers’ behavior management strategies throughout their training years. Asia-Pacific journal of Teachers The research involves both empirical and theoretical studies, Woodcock and Reupert have attempted to identify strategies that student-teachers have employed in behavior management and success cases among them and to what levels while emphasizing the importance of behavior management training for these teachers. Using 509 student teachers who are undertaking teacher training programs for primary teachers from year one to four, the authors were able to note the different behavior management strategies and levels of confidence and were able to derive useful findings in the education sector, especially in training programs for teachers. The authors cite works of previous researchers on topic of behavior management in classrooms. However, field data was also summarized and conclusions drawn from both results. The authors noted the importance of quantitative data in collecting demographic information of their participants and employed survey instruments at field work. Classification of results information was according to participants’ sample and data collection procedure which involved student teachers from year one to year four of 509. Discussion presented by the authors indicated the difference in results from various categories of participants which was intended to answer the research question. Woodcock and Reupert are transparent enough to acknowledge the limitations of their research in terms of the design they used which limited their study results to one period. This was encountered during empirical studies conducted by the authors. The limitations were reflected in the texts including a suggestion for further research. Since the authors are also lecturers, they appended their knowledge and experiences in teaching to come up with research results. Kaliska, P. (2002). A comprehensive study identifying the most effective classroom management techniques and practices. University of Wisconsin-Stout. In this journal, the author, Kaliska, provides a summary on effectiveness of methods employed in classroom management from evaluation of literature and critical analysis of information on classroom management procedures. With experience as education major, the author makes an effort to improve the education sector by advancing studies in classroom behaviors. She measures effectiveness with ability to impact how students behave in classrooms. The author considered qualitative approach in deriving research findings. She touches on the aspects of discipline, behaviors in classrooms and impacts in classroom settings quoting the works of previous researchers on the subjects. Discipline in classrooms is a major concern in the authors’ texts. The author classified her sampled literatures according to authors for easy and quick review of their contributions in the literature review. Corrective approaches were illustrated after authors’ contributions. The education major student author was limited to qualitative presentation in presenting her research results since information was collected in the same manner. However, there was no qualitative field study employed by the author. The author states recommendations that education sector can adopt and teachers could also be interested in while in classroom settings so as to enhance discipline. The research concludes at a summary and recommendations. The author fails to state any limitations that her study might have and challenges that could have been encountered. There is no mention of suggestions for another research and what could be studied to improve current research. The experienced educator gives recommendations that are workable in the education structure and applicable in classrooms where teachers interact with discipline cases among students. Dodge, P. R. (2011). Managing school behavior: a qualitative case study. Iowa State University. In an attempt to investigate techniques employed by school managers to gather recommended information on discipline at building level schools, Dodge conducted a qualitative research. She purposed to further investigate how these school managers incorporate information they acquire in their decision making procedures within the school settings. In a well formulated list of three research questions, the author selected a definite sample from which to collect data. Dodge incorporated field study qualitative research to acquire first-hand information from a group of eleven school managers through direct oral interviews. She is aware of the instability of students’ behavior and emotional challenges which necessitate discipline and efficient management. In an organized list of three research questions, the author is focused on identifying the data collection techniques among school managers. The education major, Dodge supplements information attained from field work with her expertise and theoretical information sourced from previous researchers on same topic of research. She is also careful to provide definition of terms for readers who are not well versed with the education world and field work research instruments used in the study for easy review. The author classifies information in her literature review into subtopics to answer research questions. An educational leadership expertise, Dodge is conscious about possible limitations in her field study which she included in the text. At the end of the research after recommendations, the author proposes need for further studies to improve on procedures employed in collecting information used to impact behavior among students. Dodge has proposed for further research specifically for the pre K-12 level school which she is positive that it will boost outcomes in students’ behavior. Martel, H. A. (2009). Effective strategies for general and special education teachers. Eastern Michigan University. In this journal of education based on research evidences of education sector, Martel Heather attempts to provide a solution to teachers inform of applicable instructional approaches that are based on study findings and a model applicable in teaching both special students and normal classrooms. Taking the task upon herself as researcher in the education sector, the author classifies the literature review section according to the three intended suggestions management strategies and one teaching model. The author attempts to answer three research questions based on them and topic of research. In an attempt to emphasize applicability, the author links suggested models to real world examples in relation to classrooms and students’ behavior management. Experienced educational honors, Martel is aware of the diversity of students having a comprehensive view of learners. The author supplemented literature review information with practical question sheets and experience gained from honors studies. After illustrating suggestions to education sector and teachers of general and special education, the author did not note need for further studies or limitations faced during research. The researcher employed suggestive approach as an accomplishment in honors project and studies. Martel concludes that teachers must understand every detail of behavior strategies so as to be effective in in boosting behavior issues among students. From the research, teachers’ skill is also vital if adequate behavior management for students is to be attained. Serakwane, J. M. (2007). Establishing disciplines in the contemporary classroom.University of Van Pretoria. As a student professional, Serakwane is attempting to provide justification on the need for taking in specific hitches in discipline. The experienced lecturer of college seeks to develop a clear understanding of what discipline in schools entails and a number of hitches which teachers encounter as they enhance discipline in classrooms. The author also attempts to derive appropriate strategies that these tutors can implement to attain desired levels of discipline in their respective classrooms. As researcher and professional, the author organizes her work inform of three major research questions. She adopts both theoretical approach and empirical studies to arrive to research findings. The author cites works done by researcher previously on the topic of discipline and classroom behaviors. Serakwane acknowledges the fact that managing discipline in classroom settings is a great challenge to educators. The author is also aware of the continuous need for enhancing discipline among learners which plays a major role in influencing educators’ abilities to apply their professionalism. Her main concern is behavioral issues among students in classrooms. Another issue concerned with research that the author acknowledges is terms which some readers might not understand. She provides a list of term definitions which help readers comprehend familiarize with research. Theoretical study was backed with qualitative research through data collected in interviews and observations and literature study. The experienced lecturer was careful enough to acknowledge weaknesses in her study during data collection and included it in her texts. The observation technique according to the author posed a major limitation to the study but was mitigated. Conclusion It is evident that there are several attempts to derive appropriate strategies for management of corrective behavior. However, all studies still recommend the need for further research in the same topic. It can therefore be concluded that the topic of corrective behavior management strategies cannot be entirely explored through research. The paper has also provided concluding evidence that it is possible to have and implement modes or strategies in managing students’ behavior in classroom settings and experience success. In conclusion the annotated bibliography provides an appropriate analysis of behavior management in classroom settings and views of different players in the education sector, enough to draw conclusions. References Woodcock, S., &Reupert, A. (2012). A cross-sectional study of student teachers’ behavior management strategies throughout their training years. Asia-Pacific journal of Teachers Kaliska, P. (2002). A comprehensive study identifying the most effective classroom management techniques and practices. University of Wisconsin-Stout Dodge, P. R. (2011). Managing school behavior: a qualitative case study.Iowa State University. Martel, H. A. (2009). Effective strategies for general and special education teachers. Eastern Michigan University. Serakwane, J. M. (2007). Establishing disciplines in the contemporary classroom. University of Van Pretoria Read More