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Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature

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Abstract

The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a systematic literature review to collect articles that studied trainings intended to reduce student problem behaviors and improve classroom management competencies. Next, the author summarized the literature in terms of types of trainings, populations, designs, measures, intended outcomes, and results. Based on themes found in the literature, the author discussed implications and suggestions for future research.

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Note: * indicates studies included in the systematic review

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Authors and Affiliations

  1. Department of Special Education, Johns Hopkins University, 2800 North Charles Street, Baltimore, MD, 21218, USA

    Kristine E. Larson

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  1. Kristine E. Larson
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Correspondence to Kristine E. Larson.

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Larson, K.E. Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature. Urban Rev 48, 51–72 (2016). https://doi.org/10.1007/s11256-015-0345-6

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  • DOI: https://doi.org/10.1007/s11256-015-0345-6

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