classroom management

Romi, S., Salkovsky, M. & Lewis, R. (2016)

Reasons for aggressive classroom management and directions for change through teachers’ professional development programmes.  Journal of Education for Teaching 42(2), 173-187

Salkovsky, M., Romi, S. & Lewis, R. (2015)

Teachers' coping styles and factors inhibiting teachers' preferred classroom management practice. Teaching and Teacher Education, 48, 56-65
 

Romi, S., Lewis, R.R. & Salkovsky, M. (2014)

Exclusion as a Way of Promoting Student Responsibility: Does the Kind of Misbehavior Matter? Journal of Educational Research, DOI:10.1080/00220671.2014.886177

Madjar, N., Nave, A. & Hen, S. (2013)

Are teachers' psychological control, autonomy support and autonomy suppression associated with students' goals? Educational Studies, 39, 43-55

Romi, S., Lewis, R. & Roache, J. (2013)

Classroom management and teachers' coping strategies: Inside classrooms in Australia, China and Israel. Prospects, 43 (2), 215-231

Lewis, R., Romi, S. & Roache, J. (2012)

Excluding students from classroom: Teacher techniques that promote student responsibility. Teaching and Teacher Education 28, 870-878

Lewis, R., Roache, J. & Romi, S. (2011)

Coping Styles as Mediators of Teachers' Classroom Management Techniques. Research in Education.85, 53-68.

Romi,S, .Lewis,R., Roache,J. & Riley, P. (2011)

The Impact of Teachers' Aggressive Management Techniques on students Attitudes toward Schoolwork.  The Journal of Educational Research.104(4), 231-240

Cohen, E. H., & Romi, S. (2010).

Classroom management and discipline: A multi-method analysis of the way teachers, students, and presevice teachers view disruptive behaviour. Educational Practice and Theory, 32 (1), 47-69.