Characteristics of Effective Classroom Rules: A Review of the Literature

Autor/inn/en	Alter, Peter; Haydon, Todd
Titel	Characteristics of Effective Classroom Rules: A Review of the Literature
Quelle	In: Teacher Education and Special Education, 40 (2017) 2, S.114-127 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406417700962
Schlagwörter	Classroom Techniques; Literature Reviews; Educational Practices; Positive Behavior Supports; School Policy; Intervention; Information Dissemination; Student Participation; Policy Formation + Suchen Sie Ihr Suchwort? Klassenführung; Bildungspraxis; Schulpolitik; Informationsverbreitung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Politische Betätigung
Abstract	Difficulty managing classroom behavior is a frequently recognized problem for teachers, especially teachers early in their careers. Classroom rules are identified as an integral part of effective classroom management as they are relatively simple to implement and focus on preventing challenging behaviors before they occur. Sources such as classroom management textbooks and practitioner-oriented journal articles recommend a number of characteristics that make classroom rules effective; unfortunately, these sources have not been uniform in their recommendations. The purpose of this review of effective practices is to compare what information teachers are being given either in their preservice coursework or in-service training via textbooks and practitioner-oriented articles with actual empirical research that used classroom rules as an independent variable. Results indicated that the two most important characteristics of effective classroom rules are teaching the rules to students and tying rules to positive and/or negative consequences. Other characteristics recommended in secondary sources remain equivocal in the research. Implications for effective teacher preparation in classroom management are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01