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The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools./
作者:	Price, Anthony.
面頁冊數:	1 online resource (227 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9781369494815

The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools.
Price, Anthony.

The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools. - 1 online resource (227 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

The purpose of this qualitative case study was to explore the perspectives that classroom teachers and school administrators have regarding corporal punishment as an alternative method to correct or change negative classroom behaviors. With the passage of the No Child Left Behind Act, schools have been forced to identify instructional and administrative practices that will increase student achievement while decreasing students' negative classroom behaviors. Negative classroom behaviors among students can interfere with the learning process and impede teachers' instructional delivery. The theories of Piaget and Kohlberg provided a conceptual basis for understanding the behaviors and developmental changes of school-age children. The research questions examined the perceptions of classroom teachers and school administrators concerning corporal punishment use or nonuse as a deterrent to negative student classroom behaviors. Data collection involved 5 survey questions, one-on-one interviews with teachers and administrators, and review of archival records provided by Texas rural school districts. Data for this case study were analyzed at 2 levels. At the first level, the specific analytical techniques of coding and categorization were used, and at the second level, the comparative method was used to analyze the coded and categorized data to determine emerging themes that served as the basis for the findings of the study. The study has positive implications for social change in the educational environment, in that the findings may be applied to efforts to control negative classroom behaviors and may thus promote academic excellence, leading to improved grades and standardized test scores.

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

Mode of access: World Wide Web

ISBN: 9781369494815Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Attitudes, Beliefs, and Perceptions of Classroom Teachers and School Administrators Regarding Corporal Punishment in Rural Texas Schools.
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520 $a The purpose of this qualitative case study was to explore the perspectives that classroom teachers and school administrators have regarding corporal punishment as an alternative method to correct or change negative classroom behaviors. With the passage of the No Child Left Behind Act, schools have been forced to identify instructional and administrative practices that will increase student achievement while decreasing students' negative classroom behaviors. Negative classroom behaviors among students can interfere with the learning process and impede teachers' instructional delivery. The theories of Piaget and Kohlberg provided a conceptual basis for understanding the behaviors and developmental changes of school-age children. The research questions examined the perceptions of classroom teachers and school administrators concerning corporal punishment use or nonuse as a deterrent to negative student classroom behaviors. Data collection involved 5 survey questions, one-on-one interviews with teachers and administrators, and review of archival records provided by Texas rural school districts. Data for this case study were analyzed at 2 levels. At the first level, the specific analytical techniques of coding and categorization were used, and at the second level, the comparative method was used to analyze the coded and categorized data to determine emerging themes that served as the basis for the findings of the study. The study has positive implications for social change in the educational environment, in that the findings may be applied to efforts to control negative classroom behaviors and may thus promote academic excellence, leading to improved grades and standardized test scores.
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