A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems

Autor/inn/en	Koh, Myung-sook; Shin, Sunwoo
Titel	A Comparative Study of Elementary Teachers' Beliefs and Strategies on Classroom and Behavior Management in the USA and Korean School Systems
Quelle	In: International Journal of Progressive Education, 10 (2014) 3, S.18-33 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Elementary School Teachers; Cross Cultural Studies; Comparative Education; Teacher Attitudes; Classroom Techniques; Foreign Countries; Behavior Problems; Punishment; Prevention; Student Behavior; Questionnaires; Cultural Differences; South Korea; United States + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Klassenführung; Ausland; Bestrafung; Prävention; Vorbeugung; Student behaviour; Schülerverhalten; Fragebogen; Kultureller Unterschied; Korea; Republik; USA
Abstract	The purpose of this cross-cultural study is to investigate elementary teachers' beliefs and inter-cultural perspectives in classroom management (instructional environment and behavior management) for students in public schools of the U.S. and Korea. The results supported that the two groups of teachers showed similar beliefs in instructional management styles, but demonstrated significant differences in student management styles. Overall, the Korean and the U.S. participating teachers tended to have slightly more teacher-directed instructional management style, but more Korean teachers believed in teacher-directed student management styles than the U.S. teachers. U.S. classrooms had higher numbers of students with problem behaviors than Korean teachers estimated in their classrooms. A majority of Korean elementary teachers used negative methods, like punishment, as behavior management strategies while U.S. teachers used more preventative and pre-corrective strategies. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10