國立虎尾科技大學 |

Making sense of low-level behaviors in the elementary classroom : = An interpretative phenomenological analysis.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Making sense of low-level behaviors in the elementary classroom :/
其他題名:	An interpretative phenomenological analysis.
作者:	Kreisberg, Hilary L.
面頁冊數:	1 online resource (167 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369652789

Making sense of low-level behaviors in the elementary classroom : = An interpretative phenomenological analysis.
Kreisberg, Hilary L.

Making sense of low-level behaviors in the elementary classroom :An interpretative phenomenological analysis. - 1 online resource (167 pages)

Source: Dissertation Abstracts International, Volume: 78-07(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

Includes bibliographical references

Elementary educators face a variety of problematic behaviors on a daily basis. Even with these daily occurrences, minimal research has focused on teacher perspectives of these low-level misbehaviors. This interpretative phenomenological analysis explored the perspectives of nine elementary school teachers who have experienced low-level misbehavior in the classroom. Results showed that primary school teachers view low-level misbehaviors as significant disrupters of daily instruction. Evidence also revealed that elementary school teachers' interpretations of low-level misbehaviors varied depending upon their tolerance levels, personality, and respective grade-level. As a result of this study, it is evident that elementary school teachers need a stronger understanding of applied behavioral analysis (ABA) in order to more successfully manage low-level misbehaviors and more importantly, prevent them from occurring in the first place. This research demonstrates the importance of Social Cognitive Theory (SCT) in understanding the functionality of behavior, emphasizing the need for educators to have a strong background in behavior modification strategies to successfully prevent low-level misbehaviors in the elementary school classroom.

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

Mode of access: World Wide Web

ISBN: 9781369652789Subjects--Topical Terms:

1148439
Elementary education.
Index Terms--Genre/Form:

554714
Electronic books.

Making sense of low-level behaviors in the elementary classroom : = An interpretative phenomenological analysis.
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504 $a Includes bibliographical references
520 $a Elementary educators face a variety of problematic behaviors on a daily basis. Even with these daily occurrences, minimal research has focused on teacher perspectives of these low-level misbehaviors. This interpretative phenomenological analysis explored the perspectives of nine elementary school teachers who have experienced low-level misbehavior in the classroom. Results showed that primary school teachers view low-level misbehaviors as significant disrupters of daily instruction. Evidence also revealed that elementary school teachers' interpretations of low-level misbehaviors varied depending upon their tolerance levels, personality, and respective grade-level. As a result of this study, it is evident that elementary school teachers need a stronger understanding of applied behavioral analysis (ABA) in order to more successfully manage low-level misbehaviors and more importantly, prevent them from occurring in the first place. This research demonstrates the importance of Social Cognitive Theory (SCT) in understanding the functionality of behavior, emphasizing the need for educators to have a strong background in behavior modification strategies to successfully prevent low-level misbehaviors in the elementary school classroom.
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