Recursos

Pgina 14: Referencias y Recursos adicionales

Para citar este mdulo, usar lo siguiente:
The IRIS Center. (2012). El manejo del saln de clase (Parte 1): Aprendiendo los componentes de un plan
comprehensivo para el manejo de la conducta. Accedido [mes, da, ao,]
dehttp://iris.peabody.vanderbilt.edu/beh1-spanish

Referencias
Akey, T. M. (2006, January). School context, student attitudes and behavior, and academic achievement: An
exploratory analysis. Retrieved on April 24, 2012, fromhttp://www.mdrc.org/publications/419/full.pdf
Allen, R., & Boelter, L. A. (2008, November). Using natural and logical consequences. Retrieved on April 24, 2012,
from http://www.extension.umn.edu/distribution/familydevelopment/W00019.html
American Psychological Association. (n.d.). Classroom management: Teachers module. Retrieved on April 24,
2012, from http://www.apa.org/education/k12/classroom-mgmt.aspx
Burke, R. V., Oats, R. G., Ringle, J. L., ONeill Fichtner, L., & DelGaudio, M. B. (2011). Implementation of a
classroom management program with urban elementary schools in low-income neighborhoods:
Does program fidelity affect student behavior and academic outcomes? Journal of Education for
Students Placed at Risk (JESPAR), 16(3), 201218.
Capizzi, A. M. (2009). Start the year off right: Designing and developing a supportive classroom management
plan. Focus on Exceptional Children, 42(3), 112.
Charles, C. M., & Senter, G. W. (2008). Elementary classroom education (5th ed.). Upper Saddle River, NJ:
Pearson.
Coalition for Psychology in Schools. (2006, August). Report on the teacher needs survey. Washington, D.C.:
American Psychological Association, Center for Psychology in Schools and Education. Retrieved on
April 24, 2012, from http://www.apa.org/ed/schools/coalition/teachers-needs.pdf
Colvin, G., Kameenui, E. J., & Sugai, G. (1993). Schoolwide and classroom management: Reconceptualizing
the integration and management of students with behavior problems in general
education.Education & Treatment of Children, 16, 361-381.
Donovan, S., & Cross, C. (2002). Minority students in special and gifted education. Washington, DC: National
Academy Press.
Emmer, E. T., & Evertson, C. M. (2013). Classroom management for middle and high school teachers (9th ed.).
Boston, MA: Pearson.
Evertson, C. M., & Weinstein, C. S., eds. (2006). Handbook of classroom management: Research, practice, and
contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.

Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman.
Harrell, P., Leavell, A., van Tessell, F., & McKee, K. (2004). No teacher left behind: Results of a fiveyear study
of teacher attrition. Action in Teacher Education, 26, 47-59.
Hershfeldt, P. A., Bradshaw, C. P., & Debnam, K. (n.d.) Addressing disproportionality through PBIS: The
double-check method. PowerPoint slides. Retrieved on April 24, 2012,
fromhttp://www.apbs.org/Archives/Conferences/seventhconference/files/D3_Hershfeldt.pdf
Hershfeldt, P. A., Sechrest, R., Pell, K. L., Rosenberg, M. S., Bradshaw, C. P., & Leaf, P. J. (2009). Double-check: A
framework of cultural responsiveness applied to classroom behavior. Teaching Exceptional Children
Plus, 6(2), Article 5. Retrieved fromhttp://escholarship.bc.edu/education/tecplus/vol6/iss2/art5/
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving
problems (8th ed.). Boston, MA: Allyn & Bacon.
Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom. Upper Saddle
River, NJ: Merrill Prentice Hall.
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school-wide positive behavior support to
academic achievement in an urban middle school. Psychology in the Schools, 43(6), 701712.
Leflot, G., van Lier, P. A. C., Onghena, P., & Colpin H. (2010, April). The role of teacher behavior management
in the development of disruptive behaviors: An intervention study with the good behavior
game. Journal of Abnormal Child Psychology, 38, 869882.
Levin, J., & Nolan, J. E. (2010). Principles of classroom management: A professional decision-making model(6th
ed.). Upper Saddle River, NJ: Pearson.
Lewis, T. J., & Sugai, G. (1999). Effective behavior support: A systems approach to proactive schoolwide
management. Focus on Exceptional Children, 31(6), 124.
Morrissey, K. L., Bohanon, H., & Fenning, P. (2010). Positive behavior support: Teaching and acknowledging
expected behaviors in an urban high school. Teaching Exceptional Children 42(5), 2735.
Nelson, J. R., Martella, R. M., & Marchand-Martella, N. (2000). Maximizing student learning: The effects of a
comprehensive school-based program for preventing problem behaviors. Journal of Emotional and
Behavioral Disorders, 10(3), 136148.
Oliver, R. M., & Reschly, D. J. (2007, December). Effective classroom management: Teacher preparation and
professional development. National Comprehensive Center for Teacher Quality issue paper.
Retrieved on April 24, 2012,
fromhttp://www.tqsource.org/topics/effectiveClassroomManagement.pdf
OSEP Technical Assistance Center on Positive Behavioral Supports. (2012). What is school-wide positive
behavioral intervention? Retrieved on April 24, 2012,
fromhttp://www.pbis.org/school/what_is_swpbs.aspx
Rosenberg, M. S., & Jackman, L. A. (2003). Development, implementation, and sustainability of comprehensive
school-wide behavior management systems. Intervention in School and Clinic, 39(1), 1021.

Rosenberg, M. S., Wilson, R., Maheady, L., & Sindelar, P. T. (2003). Educating students with behavior
disorders (3rd ed.). Needham Heights, MA: Allyn & Bacon.
Siebert, C. J. (2005). Promoting preservice teachers success in classroom management by leveraging a local
unions resources: A professional development school initiative. Education, 125(3), 385392.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom
management: Considerations for research to practice. Education and Treatment of Children, 31(3),
351380.
The University of Kansas. (n.d.). Natural and logical consequences. Retrieved on April 24, 2012,
fromhttp://www.specialconnections.ku.edu/?
q=behavior_plans/classroom_and_group_support/teacher_tools/natural_and_logical_consequences
U.S. Department of Education, National Center for Education Statistics. (2011). Characteristics of full-time
teachers (Indicator 5-2011). Retrieved on April 24, 2012,
fromhttp://nces.ed.gov/programs/coe/indicator_tsp.asp
U.S. Department of Education, National Center for Education Statistics. (2005). The condition of education
2005. Washington, DC: U.S. Government Printing Office. Retrieved on April 24, 2012,
fromhttp://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2005094
U.S. Department of Education, National Center for Education Statistics. (20072008). Contexts of elementary
and secondary education: Teachers and staff. Washington, DC: U.S. Government Printing Office.
Retrieved on April 24, 2012, from http://nces.ed.gov/programs/coe/tables/table-tsp-1.asp
U.S. Department of Education, National Center for Education Statistics. (2011). Racial/ ethnic enrollment in
public schools (Indicator 5-2011). Washington, DC: U.S. Government Printing Office. Retrieved on
April 24, 2012, from http://nces.ed.gov/programs/coe/indicator_1er.asp
Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific
Grove, CA: Brooks/ Cole Publisher.
Walker, H. M., & Walker, J. E. (1998). Coping with noncompliance in the classroom: A positive approach for
teachers. Austin, TX: Pro-Ed.
Weinstein, C. S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a conception of culturally responsive
classroom management. Journal of Teacher Education, 55(1), 2538.

Recursos
Artculos
Guardino, C. A., & Fullerton, E. (2010). Changing behaviors by changing the classroom environment.TEACHING
Exceptional Children, 42(6), 813. Retrieved on May 11, 2012,
fromhttp://files.csd.org/linked_files/Special%20Ed/nov_2010/FBA_BIP_WS_11-232010/resource_not_required/Changing%20Behaviors%20by%20Changing%20the%20Classroom
%20Environment%20article.pdf
En este artculo, los autores argumentan que a travs del cambio (o la simple reorganizacin) del
ambiente fsico de un saln de clases, los maestros pueden afectar o hasta disminuir el nmero de

incidentes de comportamiento perturbador. Incluida tambin es una arreada de los estudios pertinentes,
adems de preguntas que un maestro puede hacerse ante, durante y despus del proceso de la
modificacin y datos sobre la eficacidad de la redefinicin de las zonas de aprendizaje dentro de un
saln de clase cualquier.
Olive, E. C. (2004). Practical tools for positive behavior facilitation. Reclaiming Children and Youth: The Journal of
Strength-based Interventions, 13(1), 4347. Retrieved on April 24, 2012,
fromhttp://www.rocketinc.net/downloads/PBF_Journal_Article.pdf
Este artculo traza las particularidades de un mtodo para el manejo comportamental en el saln de
clases llamado Positive Behavior Facilitation (PBF) [Facilitacin de conducta positiva]. Incluido tambin
aqu son unas notas y pensamientos sobre la evaluacin y la comunicacin, adems de las piezas
variadas de PBF, que incluyen a la conciencia y la gerencia y cmo desarrollar un entendimiento de la
dinmica que subyace el conflicto en el saln de clase.
Libros
Capini, E. (2008). Classroom management for all teachers: Plans for evidence-based practice (3rd ed.). Upper
Saddle River, NJ: Pearson.
Esta gua bosqueja diez planes para el manejo de la conducta basados en la investigacin que pueden
ser usados por maestros de todos niveles. Los captulos incluyen, entre otras cosas una visin general del
manejo del saln de class como una prctica basada en la evidencia, una explicacin de un barmetro
del incidente perturbador individual y reglas para aumentar el buen comportamiento desde el pupitre.
Evertson, C. M., & Emmer, E. T. (2013). Classroom management for elementary teachers (9th ed.). Upper
Saddle River, NJ: Pearson.
Este libro detallado puede servir de gua para el desarrollo, la implementacin y el mantenimiento de un
plan comprehensivo para el manejo de la conducta al nivel de la primaria. Los captulos tratan desde la
organizacin de la aula hasta el establecimiento de reglas y procedimientos hasta apuntes obre cmo
manejar comportamientos problemticos. Las secciones incluyen sugerencias para actividades, estudios
y recomendaciones para ms lectura.
Recursos en la red
Metropolitan Center for Urban Education. (2008, October). Culturally responsive classroom management
strategies. Retrieved on April 24, 2012,
fromhttp://steinhardt.nyu.edu/scmsAdmin/uploads/005/121/Culturally%20Responsive
%20Classroom%20Mgmt%20Strat2.pdf
Este recurso breve pero til bosqueja algunos rasgos bsicos del manejo comportamental a travs de la
ptica de la sensibilidad y conciencia culturales. Incluidos tambin son pensamientos sobre la
importancia de reconocer en si mismo prejuicios culturales e informacin sombre el impacto que tienen
las circunstancias polticas, culturales y socio-econmicos en determinar la eficacia de los mtodos del
manejo comportamental en el saln de clase.
Teaching Channel https://www.teachingchannel.org/
Esta biblioteca digital de videos busca promover prcticas eficaces e inspiradoras en las escuelas

americanas. Este sitio permite que los visitantes organicen sus bsquedas por tema, curso o asignatura.
De inters especfico a los que han utilizado este mdulo, una seccin sobre asuntos comportamentales
tiene videos sobre una gran variedad de temas: (https://www.teachingchannel.org/videos?
page=1&categories=topics_behavior&load=1).
The Technical Assistance Center on Positive Behavioral Interventions and Supports
(PBIS)http://www.pbis.org/
Este sitio dentro del sitio de la Oficina de Programas de Educacin Especial (OSEP, Office of Special
Education Programs) provee una riqueza de intervenciones comportamentales y apoyos. Informacin
til en este sitio de la red incluye Herramientas para la evaluacin de un sistema total (System-Wide
Evaluation Tools), evaluaciones para Estrategias eficaces para la conducta (EBS, Effective Behavior
Strategy) y una lista de verificacin para sas. Adems hay enlaces a la informacin sobre evaluaciones
de comportamientos funcionales.
U.S. Department of Education, National Center for Education Statistics. (2010, August). Teacher attrition and
mobility: Results from the 20082009 teacher follow-up survey. Retrieved on April 24, 2012,
from http://nces.ed.gov/pubs2010/2010353.pdf
Los resultados de esta encuesta del Departamento de Educacin de los EE.UU. sobre la atricin
profesional subrayan la importancia del comportamiento y del manejo de esto en la probabilidad de
que una maestra deja su puesto.