Alavi Langroudi, S.K., Soleimani, Z. (2012). Comparison of teachers' beliefs and attitudes about classroom management according to demographic characteristics.
Bimonthly scientific-research journal of a new approach in educational management, 4(14), 115-136. (In Persian) [
https://dorl.net/dor/20.1001.1.20086369.1392.4.14.7.3]
Amin Yazdi, S. A., & Aali, A. (2008). Investigating the effect of classroom management styles on the development of students' metacognitive skills.
Educational and Psychological Studies, 9(1), 73-90. (In Persian) [
https://doi.org/10.22067/ijap.v9i1.6818]
Aryapouran, S., & Etimadizadeh H. (2019). The relationship between classroom management based on social-emotional learning and teacher-student interaction with emotional literacy of elementary students.
Teaching Research, 8(1), 59-79. (In Persian) [
https://dorl.net/dor/20.1001.1.24765686.1399.8.1.4.9]
Bahadori, B., Niknam, Z., Mosapoure, N., & Bagheri Noaparast, K. (2023). Teacher-Student Classrooms Interactions from the Perspective of “Human as an Agent” Theory.
Journal of Curriculum Studies,
18(69), 1-36. (In Persian) [
https://dorl.net/dor/20.1001.1.17354986.1402.18.69.10.3]
Bakshaish, A. (2012). The relationship between classroom management styles and personality traits of primary school teachers in Yazd city.
Bimonthly scientific-research journal of a new approach in educational management, 4(14), 185-198. (In Persian) [
https://dorl.net/dor/20.1001.1.20086369.1392.4.14.11.7]
Bakshaish, A., & Azarniad, A. (2011). The relationship between managers' management styles and teachers' job satisfaction and mental health.
Bimonthly scientific-research journal of a new approach in educational management, 3(9), 63-82. (In Persian) [
https://dorl.net/dor/20.1001.1.20086369.1391.3.9.4.3]
Chambers, F. C., & Armour, K. M. (2011). Do as we do and not as we say: teacher educators supporting student teachers to learn on teaching practice.
Sport, Education and Society,
16(4), 527-544. [
https://doi.org/10.1080/13573322.2011.589648]
Christofferson, M., & Sullivan, A. L. (2015). Preservice teachers’ classroom management training: A survey of self‐reported training experiences, content coverage, and preparedness.
Psychology in the Schools,
52(3), 248-264. [
https://doi.org/10.1002/pits.21819]
Collier‐Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying critical components of classroom management implementation.
School Psychology Review,
48(4), 348–361.
https://doi.org/10.17105/SPR-2018-0026.V48-4
Darabigarglani, B., Sabzeh, B., & Moosapour, N. (2022). The relationship between teachers 'classroom management style and students' self-regulation and responsibility Sixth grade elementary.
Pouyesh in Humanities Education,
8(26), 15-30. (In Persian) [
https://dorl.net/dor/20.1001.1.27172260.1401.8.26.2.5]
Dicke, T., Elling, J., Schmeck, A., & Leutner, D. (2015). Reducing reality shock: The effects of classroom management skills training on beginning teachers.
Teaching and teacher education,
48, 1-12. [
https://doi.org/10.1016/j.tate.2015.01.013]
Egeberg, H., McConney, A., & Price, A. (2021). Teachers’ views on effective classroom management: A mixed-methods investigation in Western Australian high schools.
Educational Research for Policy and Practice,
20, 107-124. [
https://doi.org/10.1007/s10671-020-09270-w]
Emmer, E., & Sabornie, E. J. (Eds.). (2014). Handbook of classroom management. Routledge.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry.
Handbook of classroom management: Research, practice, and contemporary issues,
3(1), 16. [
https://doi.org/10.4324/9780203874783]
Fathizadeh, M., & Karimi Thani, P. (2016). The relationship between the lifestyle and the level of awareness of the methods of changing and modifying behavior with the classroom management style of elementary school teachers in Shebastar city.
Women and Family Studies, 9(35), 103-117. (In Persian) [
https://journals.iau.ir/article_533179_c2a30fc3ff1caad6666d023299721bba.pdf]
Fontaine, S., Kane, R., Duquette, O., & Savoie-Zajc, L. (2011). New teachers’ career intentions: Factors influencing new teachers’ decisions to stay or to leave the profession.
Alberta Journal of Educational Research,
57(4), 379-408. [
https://doi.org/10.11575/ajer.v57i4.55525]
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms.
Journal of Education and Training Studies. [
https://doi.org/10.11114%2Fjets.v7i12.4491]
Freeman, J., Simonsen, B., Briere, D. E., & MacSuga-Gage, A. S. (2014). Pre-service teacher training in classroom management: A review of state accreditation policy and teacher preparation programs.
Teacher Education and Special Education,
37(2), 106-120. [
https://doi.org/10.1177/0888406413507002]
Girardet, C. (2018). Why do some teachers change and others don't? A review of studies about factors influencing in‐service and pre‐service teachers’ change in classroom management.
Review of Education,
6(1), 3-36. [
https://doi.org/10.1002/rev3.3104]
Golparvar, F., & Badri, R. (2016). Canonical Analysis of The Relationship between Teachers' Beliefs about Bullying of Students with Behavior management strategies in Classroom.
Journal of Educational Psychology Studies,
13(24), 127-150. (In Persian) [
https://doi.org/10.22111/jeps.2016.2781]
Hasheminejad, M., Tasbandi, N., IsmailiReza, S. (2022). Examining classroom management style and academic achievement motivation Elementary school students (second period) of Sabzevar city.
Journal of New Strategies in Psychology and Educational Sciences,
5(16). (In Persian) [
https://www.ijpk.ir/showpaper/138774981964b86b8c522e0]
Heydari Laqhab, T., Amin Bidakhti, A.A., and Talae Pasand, S. (2019). The effectiveness of teacher training in effective classroom management on behavioral and cognitive academic engagement of elementary school students in Semnan city.
Education and Evaluation (Educational Sciences), 13(51), 51-72. (In Persian) [
https://doi.org/10.30495/jinev.2020.1889674.2097]
Heydari Laqhab, T., Amin Bidakhti, A.A., and Talae Pasand, S. (2021a). The effectiveness of teacher training in effective classroom management on cognitive outcomes: perception of the learning environment and homework time.
Bimonthly scientific-research journal of a new approach in educational management, 12(2), 93-107. (In Persian) [
https://doi.org/10.30495/jedu.2021.24268.4874]
Heydari Laqhab, T., Amin Bidakhti, A.A., and Talae Pasand, S. (2021b). The effectiveness of teacher training in effective classroom management on motivational and emotional consequences: teacher-student relationship and academic emotions.
New Educational Thoughts, 17(4), 149-166. (In Persian) [
https://doi.org/10.22051/jontoe.2021.32141.3088]
Hutchings, J., Martin-Forbes, P., Daley, D., & Williams, M. E. (2013). A randomized controlled trial of the impact of a teacher classroom management program on the classroom behavior of children with and without behavior problems.
Journal of school psychology,
51(5), 571-585. [
https://doi.org/10.1016/j.jsp.2013.08.001]
Javdani, M., Marzooghi, R., FooladChang, M., Mohammadi, M., & Torkzadeh, J. (2016). Development of Qualitative Pattern of Teaching-Learning Processes Management in Primary School.
Teaching and Learning Research,
12(2), 133-148. (In Persian) [
https://doi.org/10.22070/2.7.133]
Javedani, M. (2014). A Comparative assessment of Teaching – Learning Process Management in Primary Schools of Shiraz City Based On Qualitative Model. Educational and Scholastic studies, 3(3), 55-79. (In Persian)
Khodakarmi, M. (2023). Prediction of teacher's classroom management style based on documentary style and organizational climate in elementary schools.
Journal of new developments in psychology, educational sciences and education,
6(62), 412-426. (In Persian) [
https://dorl.net/dor/20.1001.1.27169820.1399.2.3.6.7]
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes.
Review of Educational Research,
86(3), 643-680. [
https://doi.org/10.3102/0034654315626799]
Lazarides, R., Watt, H. M., & Richardson, P. W. (2020). Teachers’ classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career.
Learning and Instruction,
69, 101346. [
https://doi.org/10.1016/j.learninstruc.2020.101346]
Mahmoudi, A., Nasirian, K. (2023). Investigation of effective factors on increasing the effectiveness of classroom management from the point of view of primary teachers of Sarein city.
Cultural Leadership Studies Quarterly,
5(1). (In Persian) [
https://clsj.ir/issue5/jcls14020101.pdf]
Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes and Beliefs toward Classroom Management Style? Online Submission. [https://files.eric.ed.gov/fulltext/ED494050.pdf]
Naserzadeh, N., Sheikhi, S. (2015). Examining teachers' class management in schools as a part of the hidden curriculum and its relationship with the self-esteem of sixth grade female students in Abdanan city.
Nama Two educational studies quarterly,
5(p9-21). (In Persian) [
https://nama.ajaums.ac.ir/article-1-115-fa.html]
Negahdari, S., Saif, M. H., Talebi, S., Ahmadabadi, E. (2023). Presenting a causal model of organizational intelligence and classroom management: the mediating role of philosophical mindset and self-efficacy among teachers in Firozabad city.
Applied educational leadership, 4(3), 147-161. (In Persian) [
https://www.doi.org/10.22098/ael.2023.11982.1202]
Oliver, R. M., & Reschly, D. J. (2010). Special education teacher preparation in classroom management: Implications for students with emotional and behavioral disorders.
Behavioral Disorders,
35(3), 188-199. [
https://doi.org/10.1177/019874291003500301]
Oliver, R. M., Wehby, J. H., & Reschly, D. J. (2011). Teacher classroom management practices: Effects on disruptive or aggressive student behavior.
Campbell Systematic Reviews,
7(1), 1-55. [
https://doi.org/10.4073/csr.2011.4]
Rezaei, S., & Abdurrahimi, M. (2021). The effect of interactive classroom management style on students' academic self-concept and academic adjustment.
Education in law enforcement science, 9(32), 71-96. (In Persian) [
https://www.sid.ir/fileserver/jf/4022814003203.pdf]
Rezapour Mirsaleh, Y., Pourabedini Ardakani, M., & Mousavi Nodushan, S. (2016). Effect of Teacher Locus of Control, Teacher Self-Efficacy in Classroom Management and Discipline, and Teaching Self-Efficacy on Classroom Climate among Primary School Teachers. New Educational Approaches, 11(1), 125-145. (In Persian) doi: 10.22108/nea.2016.21061
Sadık, F. (2017). Investigating the views of high school teachers about classroom management
Sandelowski, M., Barroso, J., & Voils, C. I. (2007). Using qualitative metasummary to synthesize qualitative and quantitative descriptive findings.
Research in nursing & health,
30(1), 99-111. [
https://doi.org/10.1002/nur.20176]
Shiravand, S., Hoyda, R., & Rajaeipour, S. (2019). Structural equation modeling of the relationship between teachers' classroom management styles with dimensions of social skills and students' academic performance.
Career and organizational counseling, 12(45), 137-154. (In Persian) [
https://doi.org/10.52547/jcoc.12.4.137]
Shirbaygi, N., & Seraydari, A. (2022). Representation of teaching-learning experience in overcrowded classrooms from the perspective of teachers: a qualitative research.
Journal of Education and Learning Studies, 13(2), 262-286. (In Persian) [
https://doi.org/10.22099/jsli.2022.6571]
Shook, A. C. (2012). A study of preservice educators’ dispositions to change behavior management strategies.
Preventing School Failure: Alternative Education for Children and Youth,
56(2), 129-136. [
https://doi.org/10.1080/1045988X.2011.606440]
Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2020). The effects of targeted professional development on teachers’ use of empirically supported classroom management practices.
Journal of Positive Behavior Interventions,
22(1), 3-14. [
https://doi.org/10.1177/1098300719859615]
Tal, C. (2010). Case studies to deepen understanding and enhance classroom management skills in preschool teacher training.
Early Childhood Education Journal,
38, 143-152. [
https://doi.org/10.1007/s10643-010-0395-z]
Talebi Khansari, L. (2020). Relationship between classroom management practices and communication skills with academic achievement motivation of primary school students in Chabaksar.
Management and Educational Perspective,
2(3), 113-131. (In Persian) [
https://dorl.net/dor/20.1001.1.27169820.1399.2.3.6.7]
Vafaiemehr, M. Karimzadeh, S., & Nazim, F. (2016). Identifying the effective factors on classroom management in order to provide a model (a sample community of all primary teachers in Khoy city).
Educational Management Research, 27(7), 57-68. (In Persian) [
https://jearq.roudehen.iau.ir/article_318.html]
Voss, T., & Kunter, M. (2013). Teachers’ general pedagogical/psychological knowledge. In
Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 207-227). Boston, MA: Springer US [
https://doi.org/10.1007/978-1-4614-5149-5_10]
Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. (2021). Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events.
Educational Psychology Review,
33, 131-148. [
https://doi.org/10.1007/s10648-020-09542-0]
Wolfgang, C. H., & Glickman, C. D. (1980).
Solving Discipline Problems: Strategies for Classroom Teachers. Allyn and Bacon, Inc., Longwood Division, College and Professional Publications, 470 Atlantic Avenue, Boston, MA 02210. [
https://eric.ed.gov/?id=ED216788]
Wubbels, T., Brekelmans, M., den Brok, P., & van Tartwijk, J. (2006). An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands. In C. M. Evertson & C. S. Weinstein (Eds.),
Handbook of classroom management: Research, practice, and contemporary issues (pp. 1161–1191). Lawrence Erlbaum Associates Publishers. [
https://dspace.library.uu.nl/bitstream/handle/1874/12661/handbook?sequence=1]
Wubbels, T., Brekelmans, M., Den Brok, P., Wijsman, L., Mainhard, T., & Van Tartwijk, J. (2014). Teacher-student relationships and classroom management. Handbook of classroom management, 2, 363-386.
)