國立虎尾科技大學 |

Teachers' Perceptions about Classroom Management Preparedness.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Perceptions about Classroom Management Preparedness./
Author:	Ellis, Leslie.
Description:	1 online resource (244 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355708523

Teachers' Perceptions about Classroom Management Preparedness.
Ellis, Leslie.

Teachers' Perceptions about Classroom Management Preparedness. - 1 online resource (244 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Walden University, 2018.

Includes bibliographical references

Undesirable student behaviors can disrupt classroom activities and can prevent instruction from taking place. At a local middle school, teachers lacked effective classroom management strategies to address undesirable student behaviors that impeded their abilities to instruct students. The purpose of this study was to explore teachers' perceptions about their classroom management preparation and to investigate professional development opportunities that may strengthen their skills in classroom management. Glasser's choice theory was used in this qualitative case study to explore perceptions of 10 teachers. The research questions focused on teachers' perceptions and experiences with effective classroom management practices, their perceptions of administrators' classroom management expectations, and professional development opportunities that may enhance teachers' classroom management skills. Findings from the data were collected with semistructured interviews, online journals, and document analysis. Three emergent themes were identified from the data through open coding; they involved classroom management strategies, a clear expectations, and professional development. The findings were validated through triangulation and member checking. The resulting project consisted of a 3-day professional development program designed to increase teachers' knowledge of proactive classroom management approaches and effective ways to organize classrooms. The project contributes to positive social change by providing teachers with the strategies to improve classroom management skills. Improved classroom management skills may lead to classroom environments that allow all students to learn without disruptions.

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

Mode of access: World Wide Web

ISBN: 9780355708523Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions about Classroom Management Preparedness.
LDR:02953ntm a2200337Ki 4500 001 919715
005 20181129120547.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355708523
035 $a (MiAaPQ)AAI10747130
035 $a (MiAaPQ)waldenu:20289
035 $a AAI10747130
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ellis, Leslie. $3 1194346
245 1 0 $a Teachers' Perceptions about Classroom Management Preparedness.
264 0 $c 2018
300 $a 1 online resource (244 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: 79-08(E), Section: A.
500 $a Advisers: Timothy E. Lafferty; Jerita W. Whaley.
502 $a Thesis (Ed.D.)--Walden University, 2018.
504 $a Includes bibliographical references
520 $a Undesirable student behaviors can disrupt classroom activities and can prevent instruction from taking place. At a local middle school, teachers lacked effective classroom management strategies to address undesirable student behaviors that impeded their abilities to instruct students. The purpose of this study was to explore teachers' perceptions about their classroom management preparation and to investigate professional development opportunities that may strengthen their skills in classroom management. Glasser's choice theory was used in this qualitative case study to explore perceptions of 10 teachers. The research questions focused on teachers' perceptions and experiences with effective classroom management practices, their perceptions of administrators' classroom management expectations, and professional development opportunities that may enhance teachers' classroom management skills. Findings from the data were collected with semistructured interviews, online journals, and document analysis. Three emergent themes were identified from the data through open coding; they involved classroom management strategies, a clear expectations, and professional development. The findings were validated through triangulation and member checking. The resulting project consisted of a 3-day professional development program designed to increase teachers' knowledge of proactive classroom management approaches and effective ways to organize classrooms. The project contributes to positive social change by providing teachers with the strategies to improve classroom management skills. Improved classroom management skills may lead to classroom environments that allow all students to learn without disruptions.
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 Middle school education. $3 1148691
655 7 $a Electronic books. $2 local $3 554714
690 $a 0515
690 $a 0450
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Walden University. $b Education. $3 1148424
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10747130 $z click for full text (PQDT)