A Phenomenological Exploration of Educational Leaders' Experiences in Texas Public School Classrooms

Autor/in	Thompson, Gregory Tramaine
Titel	A Phenomenological Exploration of Educational Leaders' Experiences in Texas Public School Classrooms
Quelle	(2011), (155 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-8459-9
Schlagwörter	Hochschulschrift; Dissertation; Classroom Techniques; Administrator Attitudes; Public Schools; Student Behavior; Behavior Problems; Elementary Secondary Education; Teacher Attitudes; Professional Development; Discipline Problems; Suspension; Intervention; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Klassenführung; Public school; Öffentliche Schule; Student behaviour; Schülerverhalten; Lehrerverhalten; Ausschluss; Schulausschluss
Abstract	Teachers are lacking skills to manage classroom disruptions related to behavior and discipline among at-risk students. The growing challenges of managing disruptive, violent, emotional, and other behavioral disorders consume instructional time within the classroom (Lassen et al., 2006). The purpose of this qualitative phenomenological study was to explore the experiences and perceptions of educational leaders (EL) in Texas public school classrooms. This study involved interviewing 11 (K-12) educational leaders to gather data and explore educational leaders' experiences and perceptions regarding teachers' beliefs about students and students' sense of identity. The data was analyzed by transcribing the interviews and using the NVivo8 program to discover the important themes. The findings included seven themes. Theme 1 consisted of perceptions of educational leaders relating to behavior and discipline issues in the classroom. Theme 2 was the amount of time educational leaders spend on behavior and discipline issues. Theme 3 signified the solutions that educational leaders use to manage behavior and discipline issues. Theme 4 included perceptions of professional development training provided by school districts. Theme 5 dealt with the experiences of student removal from the classroom to In-School Suspension (ISS). Theme 6 highlighted perceptions relative to students' identity and behavior. Theme 7 related to how teacher perceptions compete with the popular media. The findings might influence practices and decision-making in professional development programs and classroom environments. Targeted professional development programs can provide educational leaders with knowledge regarding teachers' beliefs about behavior and discipline issues that disrupt instructional learning. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01