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Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management./
作者:	Paster, Angela J.
面頁冊數:	1 online resource (194 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355972337

Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management.
Paster, Angela J.

Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management. - 1 online resource (194 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Caldwell University, 2018.

Includes bibliographical references

This mixed-methodology case study examined possible differences in special education teacher and general education teacher perceptions of classroom management. In addition, this research investigated the degree to which parental status and years of teaching experience influenced classroom management in the district studied. For the purpose of this study, classroom management was divided into two categories, which were identified as key components of classroom management: instructional management and behavior management.

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

Mode of access: World Wide Web

ISBN: 9780355972337Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Comparative Analysis of Elementary Special and General Education Teachers' Reported Use of Classroom Management.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Sharon Maricle.
502 $a Thesis (Ed.D.)--Caldwell University, 2018.
504 $a Includes bibliographical references
520 $a This mixed-methodology case study examined possible differences in special education teacher and general education teacher perceptions of classroom management. In addition, this research investigated the degree to which parental status and years of teaching experience influenced classroom management in the district studied. For the purpose of this study, classroom management was divided into two categories, which were identified as key components of classroom management: instructional management and behavior management.
520 $a This researcher analyzed data collected from 85 general education teachers and 22 special education teachers from five New Jersey public elementary schools attended by students in first through fifth grade. General education teacher and special education teacher self-perceptions of classroom management were measured with the Behavior and Instructional Management Scale. Data were triangulated using quantitative data from the Behavior and Instructional Management Scale and qualitative data from a demographic questionnaire, open-ended teacher surveys, and archival administrator-authored teacher evaluations.
520 $a Although minor differences were noted in teachers' overall classroom management, quantitative results did not reveal statistically significant differences between the self-perceptions of general education teachers and special education teachers regarding their behavior management or instructional management. Qualitative data themes supported quantitative findings. Further analysis of qualitative data revealed nuances in general education teacher and special education teacher reporting. Compared to general education teachers, special education teachers reported that they employed the indicated practices in their classroom with greater frequency and consistency, more individualization, and a more diversified approach than their general education counterparts.
520 $a Data also revealed that teachers' years of experience had no significant influence on their classroom management. Novice teachers and experienced teachers expressed similar accounts of how their classroom management evolved over the course of their tenure. A teacher's parental status was found to have a statistically significant influence on the teacher-parent's classroom management. This case study resulted in an understanding that the status of a teacher as general education, special education, novice, or experienced may not influence their classroom management although some variation may be found. In contrast, this research may provide some evidence that parental status could be an influential factor in teacher perception of classroom management.
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538 $a Mode of access: World Wide Web
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650 4 $a Elementary education. $3 1148439
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710 2 $a Caldwell University. $b Education. $3 1188228
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10823771 $z click for full text (PQDT)