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Classroom Management SIG Member Profiles

• Name:  Kay Brocato
• Affiliation:  Mississippi State University
• Email:  kbrocato@colled.msstate.edu
• Research Interests:  Studio Based Learning Teacher Education School Redesign
• Recent Projects/Publications:  
  
  
  • Research of Studio Based Learning in Studio School (found at http://studio-school.org ) is my primary classroom management research interest. Personal design work within the propose-critique-iterate process of Stutio Based Learning provides for more culturally responsive, differentiated, person-centered, democratic, self-regulated behaviors and classrooms.
  
  
  • Monson, C., Brocato, K. (2009). Studio-based learning in K-12 Education: Mapping and developing effective teacher practices. Association of Collegiate Schools of Architecture Annual Meeting, Portland, Oregon at https://www.acsa-arch.org/conferences/annual2009_Posters.aspx"
  
  
  • Brocato, K. (2009). Studio based learning: Proposing, critiquing, iterating our way to person centeredness for better classroom management. Theory Into Practice, 48: 2, pp. 138-146.http://www.informaworld.com/smpp/content~content=a910270646~db=all~order=page
  
  
  • Burroughs, S., Brocato, K., Hopper, P., & Sanders, A. (2009). Media literacy: A central component of democratic citizenship. The Educational Forum, 73: 2, pp. 154-167.http://www.informaworld.com/smpp/content~content=a910146424~db=all~order=page
  
  

• Name:  Elaine Coughlin
• Affiliation:  Pacific University
• Email:  elainecoughlin@pacificu.edu
• Research Interests:  Brain based strategies. New Teacher Support. Socratic Seminars. Cooperative discipline.
• Recent Projects/Publications:  
  • Coughlin, E. Murai ,S,Sandoz, J., Teaching the Holocaust 2004
  • Coughlin, E., Huhtala,J. (1991) “Group Investigation, Democracy and the Middle East.” September, 1991.English Journal. 80(5), p.47-52. EJ431022
  
  Current Writing Project being considered for publication:
  • Coughlin, E. and Huhtala, J. “Socratic Seminars.” Article submitted for Sept. 2010 publication.
  • Coughlin, E. and Spaulding, C. “Student Teachers' Dispositions: Constrasting Cases. Article submitted for publication.
  • Critical Narrative Ethnographic Action Research Works in Progress
  • Lee, C., Moss, G., Coughlin, E. Engaging Pre-Service Teachers in an Exploration of the Politics of Language, Part II. 117-10, Pacific University IRB Registered, July 26, 2010.

• Name:  Sandee McClowry
• Affiliation:  New York University
• Email:  sandee.mcclowry
• Research Interests:  I am the developer and the principal investigator of three federally funded studies that have tested the efficacy of INSIGHTS into Children's Temperament. INSIGHTS is a manualized, 10-week school-based intervention that includes parent, teacher, and child programs. INSIGHTS teaches parents and teachers temperament-based strategies intended to reduce the behavior problems of school-age children and enhance their ability to self-regulate. The children learn related content intended to enhance their empathy skills and employ problem-solving techniques when they encounter daily dilemmas. More information about INSIGHTS can be seen at www.insightsintervention.com
• Recent Projects/Publications:  
  
  Selected funded studies:
  
  
  • "Testing the Efficacy of INSIGHTS in Enhancing the Academic Learning Context" (2008-12), Institute of Education Sciences (R305A080512), $2,919,913.
  • "Testing a Parent/Teacher Collaborative Prevention Model" (2003-08), National Institute of Nursing Research (2R01NR04781): $2,740,000.
  • "A school-based intervention for inner city children. National Institute of Nursing Research" (1R01NR04781): $2,250,000.
  
  Selected publications:
  
  
  • McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health. doi: 10.1007/s12310-009-9023-8. Found at: http://springerlink.com/content/m5328p752v30j52r/fulltext.pdf
  • McClowry, S. G. (in progress). Evidence-Based Classroom Management: Temperament and Other Approaches.
  • McClowry, S. G. (2003). Your Child's Unique Temperament: Insights and Strategies for Responsive Parenting. Champaign, IL: Research Press.
  • McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S. (2005). An evaluation of the effects of INSIGHTS on the behavior of inner city primary school children. Journal of Primary Prevention, 26, 567-584.

• Name:  Nancy Martin
• Affiliation:  The University of Texas at San Antonio
• Email:  nancy.martin@utsa.edu
• Research Interests:  The creation of healthy classroom envirnonments including 2 foci: 1. Teacher control in the classroom as it applies to behavior and instructional management (K-12) 2. Facilitating undergraduate student retention (Higher Education)
• Recent Projects/Publications:  
  
  
  • Sass, Daniel A., Seal, A. K., & Martin, N.K. (In Press, 2010). Predicting Teacher Retention using Stress and Support Variables. Journal of Educational Administration.
  • Martin, N.K. & Sass, D.A. (In Press, 2010). Construct Validation of the Behavior and Instructional Management Scale. Teaching & Teacher Education.
  • Martin, N. K. & Meyer, K. (2010). Efforts to Improve Undergraduate Student Retention Rates at a Hispanic Serving Institution: Building Collaborative Relationships for the Common Good. College & University 85(3). 38-47.
  • Martin, N. K. & Yin, Z. (In Press, 2009). Teacher Characteristics and Classroom Management Styles: Implications for Professional Development. Contemporary Issues in Educational Research.

• Name:  Joan Walker
• Affiliation:  Pace University
• Email:  jwalker@pace.edu
• Research Interests:  My two areas of interest are family involvement and classroom management. Within these areas I focus on understanding how cognition relates to the quality of people's interpersonal relationships. For example, I examine how teacher-student relationships influence student engagement and learning. I also examine how teacher-parent communication can enhance or hinder parents' motivation to become involved in children's schooling, and the forms of involvement they choose.
• Recent Projects/Publications:  
  
  
  • Walker, J. M. T., Shenker, S., & Hoover-Dempsey, K. V. (in press) Why do parents become involved in their children's education? Implications for school counselors. Professional School Counseling.
  • Walker, J. M. T. (2009a). Authoritative classroom management: How control and nurturance work together. In J. Walker (Ed.) A person-centered approach to classroom management: How and why it makes a difference. Theory Into Practice, 48(2), 122-129.
  • Walker, J. M. T. (2009b). This issue: Current approaches to person-centered classroom management. In J. Walker, (Ed.) A person-centered approach to classroom management: How and why it makes a difference. Theory Into Practice, 48(2), 95–98.
  • Walker, J. M. T. (2008). Looking at teacher practices through the lens of parenting style: Three case studies at entry to middle school. Journal of Experimental Education, 76, 218-240.
  • Green, C. L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007). Parents’ motivations for involvement in children’s education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99, 532-544.