國立虎尾科技大學 |

Behavior Management Practices and School Workers' Perceptions : = What We Believe, How We Act, and Why.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Behavior Management Practices and School Workers' Perceptions :/
其他題名:	What We Believe, How We Act, and Why.
作者:	Hiykel, Kristin M.
面頁冊數:	1 online resource (227 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Elementary education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369901528

Behavior Management Practices and School Workers' Perceptions : = What We Believe, How We Act, and Why.
Hiykel, Kristin M.

Behavior Management Practices and School Workers' Perceptions :What We Believe, How We Act, and Why. - 1 online resource (227 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2017.

Includes bibliographical references

Behavior management is an area of concern for school personnel that can have a strong influence on student achievement. How do teachers, administrators and other school personnel perceive and manage student behavior in a highly diverse single urban elementary school with a lower than average rate of student achievement in reading and mathematics? The purpose of this study was to (a) obtain data about what staff do in terms of behavior management, and (b) explore staff perceptions of behavior management related issues that include student home life, student culture, teacher personality, perceptions of colleagues, perceptions of one's own practices, and effective methods for improvement.

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

Mode of access: World Wide Web

ISBN: 9781369901528Subjects--Topical Terms:

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

554714
Electronic books.

Behavior Management Practices and School Workers' Perceptions : = What We Believe, How We Act, and Why.
LDR:03264ntm a2200325Ki 4500 001 919282
005 20181127124953.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9781369901528
035 $a (MiAaPQ)AAI10612054
035 $a AAI10612054
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hiykel, Kristin M. $3 1193814
245 1 0 $a Behavior Management Practices and School Workers' Perceptions : $b What We Believe, How We Act, and Why.
264 0 $c 2017
300 $a 1 online resource (227 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
502 $a Thesis (Ed.D.)--University of St. Thomas (Minnesota), 2017.
504 $a Includes bibliographical references
520 $a Behavior management is an area of concern for school personnel that can have a strong influence on student achievement. How do teachers, administrators and other school personnel perceive and manage student behavior in a highly diverse single urban elementary school with a lower than average rate of student achievement in reading and mathematics? The purpose of this study was to (a) obtain data about what staff do in terms of behavior management, and (b) explore staff perceptions of behavior management related issues that include student home life, student culture, teacher personality, perceptions of colleagues, perceptions of one's own practices, and effective methods for improvement.
520 $a The methodology for this study was a bounded case study of one elementary school during one school year. All staff were invited to participate in a survey, and a purposeful sample of participants was invited to participate in qualitative interviews. The analyzed data indicated that staff (a) use components of behavior management school reform initiatives but are not fully implementing programs, (b) were concerned about a lack of consistency, (c) believe teacherstudent relationships and establishing clear expectations are important steps, (d) believe they are the biggest influence of student behavior, and (e) preferred proactive measures and conferencing over consequences for misbehavior. Many participants tended to attribute student misbehavior to factors outside of the students' control, and thus may not hold students accountable for their behavior and may not consistently expect student to follow expectations. High behavior management expectations of all students may improve student behavior at this setting. Improved staff consistency in already established behavior management protocols and implementation of school improvement initiatives may also be effective. Because there may be a strong correlation between behavior management and academic achievement, improving behavior management may improve student academic performance at this site.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Elementary education. $3 1148439
650 4 $a Social work. $2 bicssc $3 1008643
655 7 $a Electronic books. $2 local $3 554714
690 $a 0524
690 $a 0452
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of St. Thomas (Minnesota). $b Education. $3 1187511
773 0 $t Dissertation Abstracts International $g 78-10A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10612054 $z click for full text (PQDT)