A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

Autor/inn/en	Baker, Credence; Gentry, James; Larmer, William
Titel	A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 6 (2016) 1, S.22-37 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	Beginning Teachers; Teacher Attitudes; Models; Classroom Techniques; Computer Mediated Communication; Discussion Groups; Inclusion; Special Needs Students; Teaching Methods; Followup Studies; Elementary School Teachers; Secondary School Teachers; Middle School Teachers; Preschool Teachers; Data Analysis; Electronic Learning; Teacher Education; Online Courses; Educational Technology; Professional Development; Andragogy; Teacher Education Programs; Preservice Teachers; Inservice Teacher Education; Classroom Environment; Workshops; Texas + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Analogiemodell; Klassenführung; Computerkonferenz; Inklusion; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode; Follow-up studies; Kontaktstudium; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Auswertung; Lehrerausbildung; Lehrerbildung; Online course; Online-Kurs; Unterrichtsmedien; Andragogics; Andragogik; Lehrerfortbildung; Klassenklima; Unterrichtsklima; Lernwerkstatt; Schulung
Abstract	Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation based on relationships; (b) preventing disruptions with procedures and routines; (c) responding to disruptions and rule violations; (d) providing inclusion for students with special needs; and (e) resolving extreme or continuing conflicts. Participants in the study were beginning teachers at both the elementary and secondary levels. After completing the classroom management workshop, teachers reviewed online video clips of strategies they had learned, applied the strategies in their respective classrooms, and engaged in online discussions of the results obtained. Researchers conducted a qualitative assessment of the discussion entries posted by the new teachers to determine the strategies employed, emerging themes, and the results obtained. Participants successfully employed classroom management strategies and reported generally positive results. Additional research is needed with a larger number of participating teachers. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: https://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01