Examining teachers' classroom management profiles

Incorporating a focus on culturally responsive practice

Larissa M. Gaias, Sarah Lindstrom Johnson, Jessika H. Bottiani, Katrina J. Debnam, Catherine P. Bradshaw

Research output: Contribution to journalArticle

Abstract

Effective classroom management practices have been associated with students' behavioral and academic outcomes, but some questions have been raised regarding the degree to which current classroom management strategies are responsive to the backgrounds of students of color in US public schools. Additionally, frameworks for culturally responsive classroom management have emerged, but little attention has been given to systematically measuring and examining these practices, particularly in conjunction with more traditional domains of classroom management. The current study used a person-centered approach with data from 103 middle-school teachers to explore how classroom management practices, including cultural responsiveness, co-occur in teacher practice, and how profiles of practices are associated with teacher and classroom characteristics and student behaviors. The latent profile analysis revealed three ordered profiles of classroom management practices (i.e., high, medium, low), suggesting that cultural responsiveness may operate as an extension of other classroom management strategies. Results also demonstrated that White students were more likely to be in classrooms with high levels of classroom management, and that students in classrooms with low levels of classroom management were more likely to demonstrate elevated levels of negative behaviors. The results suggest that a subset of teachers is in need of comprehensive professional development on a range of classroom management techniques, while all teachers could improve their practices reflecting meaningful participation and cultural responsiveness.

Original languageEnglish (US)
Pages (from-to)124-139
Number of pages16
JournalJournal of School Psychology
Volume76
DOIs
StatePublished - Oct 1 2019

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Students
Practice Management
classroom
teacher
management
Color
student
participation
human being
school

Keywords

  • Classroom management
  • Cultural responsiveness
  • Person-centered analysis
  • Race
  • Student behaviors
  • Teacher characteristics

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Examining teachers' classroom management profiles : Incorporating a focus on culturally responsive practice. / Gaias, Larissa M.; Lindstrom Johnson, Sarah; Bottiani, Jessika H.; Debnam, Katrina J.; Bradshaw, Catherine P.

In: Journal of School Psychology , Vol. 76, 01.10.2019, p. 124-139.

Research output: Contribution to journalArticle

Gaias, Larissa M. ; Lindstrom Johnson, Sarah ; Bottiani, Jessika H. ; Debnam, Katrina J. ; Bradshaw, Catherine P. / Examining teachers' classroom management profiles : Incorporating a focus on culturally responsive practice. In: Journal of School Psychology . 2019 ; Vol. 76. pp. 124-139.
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