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Cited by

• 2016Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice84 cited
• 1992The Effects of Contingent Teacher Praise, as Specified by Canter's Assertive Discipline Programme, on Children's On‐task Behaviour83 cited
• 1997Social skilling through cooperative learning69 cited
• 2011The carrot, the stick, or the relationship: what are the effective disciplinary strategies?62 cited
• 2017Relationships Between Instructional Quality and Classroom Management for Beginning Urban Teachers56 cited
• 1994What is fair? Children's critiques of practices that influence motivation.54 cited
• 2010Pre-service teachers’ episodic memories of classroom management51 cited
• 1994A place to begin (again) in research on student motivation: Teachers' beliefs50 cited
• 2015Classroom Management: A Persistent Challenge for Pre-Service Foreign Language Teachers50 cited
• 2014Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?48 cited
• 2012School-wide discipline and the intransigency of exclusion48 cited
• 1996Conceptions of Ability and the Interpretation of Praise, Blame, and Material Rewards46 cited
• 1996Classroom Management in Primary Schools: A Review of the Literature