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A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions./
作者:	Rusk, Robert Brian.
面頁冊數:	1 online resource (193 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
Contained By:	Dissertation Abstracts International77-07A(E).
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339490885

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.
Rusk, Robert Brian.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions. - 1 online resource (193 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2016.

Includes bibliographical references

This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein's model of culture. Two of the themes emerged as significant in advancing knowledge of teachers' classroom management. First, in the area of teachers' perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.

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

Mode of access: World Wide Web

ISBN: 9781339490885Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions.
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502 $a Thesis (Ed.D.)--Grand Canyon University, 2016.
504 $a Includes bibliographical references
520 $a This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight on the differences in specific classroom management processes between teachers who had a high number of Positive Behavioral Interventions and Support (PBIS) classroom discipline referrals versus those who had a low number. The phenomenon studied was how the classroom management practices and culture that the teachers developed in their classroom influenced the effectiveness of management of their students. Triangulation of data involved using teacher interviews, classroom observations, and classroom artifacts. Four research questions framed this study. Two models providing the theoretical foundation included Sugai and Horner positive behavioral support (PBS) and Edgar Schein's model of culture. Two of the themes emerged as significant in advancing knowledge of teachers' classroom management. First, in the area of teachers' perception of classroom management, the teachers with high level of classroom referrals and those with low level of classroom referrals perceived that they had effective classroom management practices. Second, teachers with a low number of referrals appeared to take a more holistic approach to classroom management, while teachers with a high number of referrals used a more traditional approach to classroom management. Additional qualitative and quantitative research should further explore the effectiveness of a holistic classroom management model versus a more traditional classroom management model.
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