國立虎尾科技大學 |

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions./
Author:	Rusk, Robert Brian.
Description:	1 online resource (193 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9781339490885

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.
Rusk, Robert Brian.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions. - 1 online resource (193 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2016.

Includes bibliographical references

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein's model of culture. Two of the themes emerged as significant in advancing knowledge of teachers' classroom management. First, in the area of teachers' perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339490885Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.
LDR:02928ntm a2200349Ki 4500 001 916732
005 20180928111500.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781339490885
035 $a (MiAaPQ)AAI10015230
035 $a (MiAaPQ)gcu:10263
035 $a AAI10015230
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Rusk, Robert Brian. $3 1190550
245 1 2 $a A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.
264 0 $c 2016
300 $a 1 online resource (193 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: June Maul.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2016.
504 $a Includes bibliographical references
520 $a This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein's model of culture. Two of the themes emerged as significant in advancing knowledge of teachers' classroom management. First, in the area of teachers' perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education. $3 555912
650 4 $a Educational evaluation. $3 555501
650 4 $a Educational leadership. $3 585508
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0443
690 $a 0449
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Grand Canyon University. $b College of Doctoral Studies. $3 1179925
773 0 $t Dissertation Abstracts International $g 77-07A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10015230 $z click for full text (PQDT)