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Classroom Management and Teacher Training : = Examining how Beginning, Alternatively Trained Teachers Use Their Training in Classroom Management.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Classroom Management and Teacher Training :/
Reminder of title:	Examining how Beginning, Alternatively Trained Teachers Use Their Training in Classroom Management.
Author:	Lettofsky, Caren.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 79-02, Section: A.
Contained By:	Dissertations Abstracts International79-02A.
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355048674

Classroom Management and Teacher Training : = Examining how Beginning, Alternatively Trained Teachers Use Their Training in Classroom Management.
Lettofsky, Caren.

Classroom Management and Teacher Training :Examining how Beginning, Alternatively Trained Teachers Use Their Training in Classroom Management. - 1 online resource (172 pages)

Source: Dissertations Abstracts International, Volume: 79-02, Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Includes bibliographical references

This study investigated how beginning, alternatively trained teachers use the classroom management techniques from their training. With more and more beginning, alternatively trained teachers entering the classrooms, it is imperative to understand how they are using their classroom management techniques and where they might be lacking in this training. No subject matter can be taught, by even the most knowledgeable instructor, without good classroom management techniques. The question being researched is: How do beginning, alternatively trained teachers describe their experiences using their classroom management training from their preparation programs in their classrooms? This basic qualitative study was conducted in an urban school district of a mid-sized city in the Midwest of the United States. Participants of the study were secondary teachers with less than three years of teaching experience. The participants were purposefully selected to participate in this study. The data were gathered through semi-structured interviews, multiple observations and the documentation of each teacher's disciplinary actions. Three major themes repeatedly emerged in this study. These themes were training, techniques, and preparedness. Although half of the participants were satisfied with the classroom management techniques they had received, none of the participants felt that their training in classroom management techniques was sufficient. All of the participants felt they needed more training in classroom management. Additionally, none of the participants felt they had been properly trained on how to work with students who had emotional or behavioral disorders.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9780355048674Subjects--Topical Terms:

1179560
Secondary education.
Subjects--Index Terms:

Beginning alternatively trained teacherIndex Terms--Genre/Form:

554714
Electronic books.

Classroom Management and Teacher Training : = Examining how Beginning, Alternatively Trained Teachers Use Their Training in Classroom Management.
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502 $a Thesis (Ph.D.)--Capella University, 2017.
504 $a Includes bibliographical references
520 $a This study investigated how beginning, alternatively trained teachers use the classroom management techniques from their training. With more and more beginning, alternatively trained teachers entering the classrooms, it is imperative to understand how they are using their classroom management techniques and where they might be lacking in this training. No subject matter can be taught, by even the most knowledgeable instructor, without good classroom management techniques. The question being researched is: How do beginning, alternatively trained teachers describe their experiences using their classroom management training from their preparation programs in their classrooms? This basic qualitative study was conducted in an urban school district of a mid-sized city in the Midwest of the United States. Participants of the study were secondary teachers with less than three years of teaching experience. The participants were purposefully selected to participate in this study. The data were gathered through semi-structured interviews, multiple observations and the documentation of each teacher's disciplinary actions. Three major themes repeatedly emerged in this study. These themes were training, techniques, and preparedness. Although half of the participants were satisfied with the classroom management techniques they had received, none of the participants felt that their training in classroom management techniques was sufficient. All of the participants felt they needed more training in classroom management. Additionally, none of the participants felt they had been properly trained on how to work with students who had emotional or behavioral disorders.
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