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Effective Secondary Classroom Management Procedures to Minimize Disruptive Behavior.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Effective Secondary Classroom Management Procedures to Minimize Disruptive Behavior./
Author:	Jones, Shadonne Moore.
Description:	1 online resource (238 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	Secondary education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355795936

Effective Secondary Classroom Management Procedures to Minimize Disruptive Behavior.
Jones, Shadonne Moore.

Effective Secondary Classroom Management Procedures to Minimize Disruptive Behavior. - 1 online resource (238 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

Includes bibliographical references

The purpose of this qualitative case study was to explore what classroom management (CRM) techniques teachers used to minimize disruptions in the classroom, or whether the teachers' use of those techniques were supported by the administration. The study used interviews with teachers and administrators, as well as classroom observations of teachers, and data from the PBIS data sheets. The research questions focused on teachers' perception of classroom management and the techniques used to minimize disruptions in the classroom. The study site consisted of approximately 1,797 students and 150 teachers. Of those 150 teachers, 21 were chosen to participate in the study. The participants for this study were both genders, various ethnicities and between the ages of 23 and 65. Teachers and administrators all agreed on the importance of the teacher being in control, and CRM techniques that lessen disruptions lead to a more effective learning environment. Classroom observations did show that, in those classrooms where the teacher appeared to be in control, more learning appeared to be taking place. The one issue that many of the teachers agreed upon was the fact that they [teachers] had no input on the school wide discipline plans. Most (although not all) teachers agreed that a framework that allowed positive reinforcement, such as PBIS, could be beneficial if followed correctly. Teachers and administrators agreed on the necessity of adjusting CRM plans to the needs of the students and the individual class. Keywords: Classroom management, intervention strategies, PBIS, in-school suspension, suspension.

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

Mode of access: World Wide Web

ISBN: 9780355795936Subjects--Topical Terms:

1179560
Secondary education.
Index Terms--Genre/Form:

554714
Electronic books.

Effective Secondary Classroom Management Procedures to Minimize Disruptive Behavior.
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500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Kathleen Shriver.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of this qualitative case study was to explore what classroom management (CRM) techniques teachers used to minimize disruptions in the classroom, or whether the teachers' use of those techniques were supported by the administration. The study used interviews with teachers and administrators, as well as classroom observations of teachers, and data from the PBIS data sheets. The research questions focused on teachers' perception of classroom management and the techniques used to minimize disruptions in the classroom. The study site consisted of approximately 1,797 students and 150 teachers. Of those 150 teachers, 21 were chosen to participate in the study. The participants for this study were both genders, various ethnicities and between the ages of 23 and 65. Teachers and administrators all agreed on the importance of the teacher being in control, and CRM techniques that lessen disruptions lead to a more effective learning environment. Classroom observations did show that, in those classrooms where the teacher appeared to be in control, more learning appeared to be taking place. The one issue that many of the teachers agreed upon was the fact that they [teachers] had no input on the school wide discipline plans. Most (although not all) teachers agreed that a framework that allowed positive reinforcement, such as PBIS, could be beneficial if followed correctly. Teachers and administrators agreed on the necessity of adjusting CRM plans to the needs of the students and the individual class. Keywords: Classroom management, intervention strategies, PBIS, in-school suspension, suspension.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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