Literaturnachweis - Detailanzeige
| Autor/in | Emmer, Edmund T. |
|---|---|
| Titel | Effects of Teacher Training in Disciplinary Approaches. |
| Quelle | (1986), (54 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Behavior Standards; Classroom Techniques; Discipline; Discipline Policy; Elementary Secondary Education; Teacher Attitudes; Teacher Response; Teacher Student Relationship |
| Abstract | A total of four approaches to teacher preparation in classroom discipline, including Gordon's Teacher Effectiveness Training, Adlerian-based approaches, Glasser's Reality Therapy, and Canter's Assertive Discipline, are reviewed in this document. These systems have been widely used for inservice teacher education for a decade or more, and each has adherents and practitioners who support its efficacy; but testimony and endorsement are subject to expectation effects and other biases. School districts, teachers, and teacher educators should have better evidence upon which to base decisions about implementation of specific methods or teacher training. In addition to summarizing research on the models, the paper presents a brief description of each system. Considered as a whole, the research on the four classroom discipline models indicates that teachers (after training) frequently exhibit positive changes in attitude or in perceptions. This implies that the training programs are apparently successful in eliciting teacher enthusiasm and support and are consistent with the teachers' role expectations or preferences. The results also suggest that these systems do provide teachers and administrators with strategies for dealing with major threats to school and classroom order and they provide rational, systematic means of communication with students about expectations and consequences. The appendix offers four tables summarizing evaluation studies of the four approaches. (52 references) (KM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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