The paper “ Corrective Behavior Management Strategies and Models” is an excellent variant of an annotated bibliography on education. 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 the 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 in 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 the 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 TeachersThe 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 the works of previous researchers on the topic of behavior management in classrooms. However, field data were 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 fieldwork. 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. The discussion presented by the authors indicated the difference in results from various categories of participants which were 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.
The University of Wisconsin-Stout. In this journal, the author, Kaliska, provides a summary of the effectiveness of methods employed in classroom management from the evaluation of literature and critical analysis of information on classroom management procedures. With experience as an education major, the author makes an effort to improve the education sector by advancing studies in classroom behaviors. She measures effectiveness with the ability to impact how students behave in classrooms. The author considered a qualitative approach to deriving research findings. She touches on the aspects of the 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 literature according to authors for an easy and quick review of their contributions in the literature review. Corrective approaches were illustrated after the authors’ contributions.
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