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

Autor/in	Rusk, Robert Brian
Titel	A Case Study of Classroom Management Practices and the Influence on Classroom Disruptions
Quelle	(2016), (193 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3394-9088-5
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Classroom Techniques; Qualitative Research; Private Schools; Positive Behavior Supports; Intervention; Behavior Problems; Discipline Problems; Referral; Interviews; Observation; Teacher Attitudes; Models; Teacher Effectiveness; Holistic Approach; Comparative Analysis; Oregon + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Klassenführung; Qualitative Forschung; Private school; Privatschule; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Analogiemodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Holistischer Ansatz
Abstract	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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01