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ERIC Number: EJ1169835
Record Type: Journal
Publication Date: 2017-Jan
Pages: 26
Abstractor: As Provided
ISSN: EISSN-1947-5578
From Discipline to Dynamic Pedagogy: A Re-Conceptualization of Classroom Management
Davis, Jonathan Ryan
Berkeley Review of Education, v6 n2 p129-153 Jan 2017
The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and strategies from contemporary educators, this article examines a new theoretical and conceptual foundation for classroom management--the Dynamic Classroom Management Approach (DCMA)--which consolidates these ideas into one cohesive framework. Four major components of DCMA are examined in detail: (a) flexibility and adaptability in one's management style, (b) understanding the context of students' diverse backgrounds, (c) effective pedagogy, and (d) creating a positive classroom culture and community. Each component focuses on why and how educators can meet the needs of all students to create a positive learning environment that proactively engages them while mitigating behavioral issues.
Berkeley Graduate School of Education, University of California, 5648 Tolman Hall, Berkeley, CA 94702. Tel: 510-328-3701; e-mail:; Web site:
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