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ERIC Number: EJ1155460
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-5841
EISSN: N/A
Self-Efficacy Beliefs, Classroom Management, and the Cradle-to-Prison Pipeline
Delale-O'Connor, Lori Ann; Alvarez, Adam J.; Murray, Ira E.; Milner, H. Richard, IV
Theory Into Practice, v56 n3 p178-186 2017
In this article, we focus on connections between and among teachers' self-efficacy beliefs, classroom management practices, and the cradle to prison pipeline. Drawing from Bandura's (1986) theorization of self-efficacy, we discuss how teachers' beliefs shape their classroom management practices and how these beliefs and practices can be essential sites to understanding and decreasing disparate outcomes in disciplinary referral patterns among practicing teachers. We emphasize the importance of building teachers' self-efficacy beliefs and sense of efficacy to inform their classroom management practices/decisions. In particular, we focus on three sites of learning that, we argue, are essential to building teachers' sense of efficacy in the classroom: learning about and building powerful and sustainable relationships with students; learning about and developing an understanding of outside of school contexts that students experience; and recognizing and appropriately responding to traumatic experiences of students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A