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Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Students' views of classroom management strategies in assertive discipline and constructivist classroom settings./
作者:	Gerbo, Joan Carolyn.
面頁冊數:	1 online resource (244 pages)
附註:	Source: Dissertations Abstracts International, Volume: 66-11, Section: A.
Contained By:	Dissertations Abstracts International66-11A.
標題:	Early childhood education. -
電子資源:	click for full text (PQDT)
ISBN:	9780496924110

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.
Gerbo, Joan Carolyn.

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings. - 1 online resource (244 pages)

Source: Dissertations Abstracts International, Volume: 66-11, Section: A.

Thesis (Ed.D.)--University of Northern Iowa, 2004.

Includes bibliographical references

The present case study was designed to investigate third grade students' views of their teachers' behavior management strategies in two contrasting classroom types at the third grade level: an Assertive Discipline classroom that represents the behaviorist paradigm, and a constructivist classroom that emphasizes the social cognitive paradigm. Understanding students' views at this age is important because these views become the lenses through which children interpret subsequent school experiences and may provide insight into how to reduce student misbehavior in schools (Valeski & Stipek, 2001). However, limited research exists to compare third grade students' views in classrooms of teachers with different theoretical perspectives on classroom management (Tulley & Chiu, 1995; Weinstein, 1983). Specifically, this study addressed the following questions: (1) How do third grade students' view their teachers' classroom management strategies within an Assertive Discipline classroom? (2) How do third grade students' view their teachers' classroom management strategies within a constructivist classroom? (3) How do third grade students' views of their teachers' classroom management strategies within an Assertive Discipline classroom compare to third grade students' views within a constructivist classroom? (4) How does a third grade teacher view her classroom management strategies within an Assertive Discipline classroom? (5) How does a third grade teacher view his classroom management strategies within a constructivist classroom? Data was collected using three methods: (a) two instruments to ensure appropriate classroom selection for the study, (b) videotaping to support the classroom instruments, record classroom management methods and approaches, and observe teacher and students' behaviors when rules were disobeyed, and (c) in-depth interviews with each classroom teacher and each third grade student. A total of two teachers and twenty-four students were interviewed. The classroom teachers included in the study were interviewed to examine their theoretical beliefs about behavior management. The students included in the study were interviewed to examine their views of their teachers' behaviors when classroom rules were disobeyed. Analysis of the data from student interviews was conducted to identify themes that describe students' views of teachers' behaviors and behavior management strategies within the classroom and to connect the data to the study's major research questions and statements of purpose.

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

Mode of access: World Wide Web

ISBN: 9780496924110Subjects--Topical Terms:

557157
Early childhood education.
Subjects--Index Terms:

Assertive disciplineIndex Terms--Genre/Form:

554714
Electronic books.

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.
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520 $a The present case study was designed to investigate third grade students' views of their teachers' behavior management strategies in two contrasting classroom types at the third grade level: an Assertive Discipline classroom that represents the behaviorist paradigm, and a constructivist classroom that emphasizes the social cognitive paradigm. Understanding students' views at this age is important because these views become the lenses through which children interpret subsequent school experiences and may provide insight into how to reduce student misbehavior in schools (Valeski & Stipek, 2001). However, limited research exists to compare third grade students' views in classrooms of teachers with different theoretical perspectives on classroom management (Tulley & Chiu, 1995; Weinstein, 1983). Specifically, this study addressed the following questions: (1) How do third grade students' view their teachers' classroom management strategies within an Assertive Discipline classroom? (2) How do third grade students' view their teachers' classroom management strategies within a constructivist classroom? (3) How do third grade students' views of their teachers' classroom management strategies within an Assertive Discipline classroom compare to third grade students' views within a constructivist classroom? (4) How does a third grade teacher view her classroom management strategies within an Assertive Discipline classroom? (5) How does a third grade teacher view his classroom management strategies within a constructivist classroom? Data was collected using three methods: (a) two instruments to ensure appropriate classroom selection for the study, (b) videotaping to support the classroom instruments, record classroom management methods and approaches, and observe teacher and students' behaviors when rules were disobeyed, and (c) in-depth interviews with each classroom teacher and each third grade student. A total of two teachers and twenty-four students were interviewed. The classroom teachers included in the study were interviewed to examine their theoretical beliefs about behavior management. The students included in the study were interviewed to examine their views of their teachers' behaviors when classroom rules were disobeyed. Analysis of the data from student interviews was conducted to identify themes that describe students' views of teachers' behaviors and behavior management strategies within the classroom and to connect the data to the study's major research questions and statements of purpose.
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