An Annotated Bibliography of Sources Relating to Jacob Kounin</b>

• Amrein, A., & Pena, R. (1999, Spring/Summer). Classroom management and caring. Teaching Education, 10(2), 169-179. Retrieved October 11, 2004, from Education Index database.

• Kounin’s theories, such as withitness and overlapping, were explained in detail. Also, Amrein and Pena made it very clear that if teachers want students to succeed they not only need to apply Kounin’s theories, but they also need to show that they care.

• We will use this information in our presentation when we talk about what Kounin’s theory looks like in practice. Basically, we will show Kounin’s view on how it is possible to care and have effective discipline.

• Anguiano, P. (2001, Winter). A first-year teacher’s plan to reduce misbehavior in the classroom. Teaching Exceptional Children, 33(3), 52-55. Retrieved September 30, 2004, from Education Index database.

• For five weeks, a third grade teacher used Kounin’s approach to classroom management, such as withitness and overlapping, kept a journal and then decided that his techniques were the most effective out of all the multiple theories studied.

• We will use this case study to illustrate in our PowerPoint presentation why more teachers should be using Kounin’s approach.

• Bucher, T., & Manning, M. L. (2003). Classroom management: Models, applications, and cases. Upper Saddle River, NJ: Pearson Education.

• This book gave the background information on Jacob Kounin. It discussed his successes and the learning theory he became known for.

• We will use this in our presentation to show the audience why he is a credible source for discipline through classroom management. We are also going to share his background information with the class so that they can understand who this man is and what influened the development of his theory.

• Emmer, E., & Everton, C., & Worsham, M. (2003). Classroom management for elementary teachers (6th ed.). Boston, MA: Pearson Education.

• The chapter entitled, “Planning and Conducting Instruction,” had information about three of Kounin’s concepts. They are the following: clarity, preventing misbehavior, and managing movement. All of these are necessary, according to Kounin, in order to have effective classroom management skills.

• This information is important for our presentation because it shows the benefits of Kounin’s model.

• Rademacher, J., & Callahan, L. (1998, May). How do your classroom rules measure up? Guidelines for development. Intervention in School and Clinic, 33(5), 284. Retrieved September 14, 2004, from Education Index database.

• The authors informed the reader that classroom rules should be worded positively and that the rules should be relevant. All of Rademacher and Callahan’s research was based on Kounin’s classroom management techniques.

• In our presentation, we are going to make the point that rules should be worded appropriately so that the students will be more likely to follow them. By letting the students help plan the rules, they will more likely feel an obligation to follow the rules.

• Sherman, L. (2001, Summer). School environments as behavior settings. Theory into Practice, 18(3), 145-151. Retrieved September 30, 2004, from Ebsco Host database.

• Through various experimentations, Sherman observes students in specific settings to study Kounin’s theories of classroom management. The majority of the specific settings were inclusion classrooms.

• These case studies are going to show the limitations of Kounin’s model in our presentation.