Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions

Autor/inn/en	Gunersel, Adalet B.; Mason, Benjamin A.; Wills, Howard P.; Caldarella, Paul; Williams, Leslie; Henley, Vanessa M.
Titel	Effective Classroom Management in Middle Level Schools: A Qualitative Study of Teacher Perceptions
Quelle	In: RMLE Online: Research in Middle Level Education, 46 (2023) 8, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caldarella, Paul) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/19404476.2023.2252714
Schlagwörter	Classroom Techniques; Middle School Teachers; Teacher Attitudes; Instructional Effectiveness; Student Behavior; Behavior Problems; Teaching Experience; Special Education Teachers; Regular and Special Education Relationship; Reinforcement; Teacher Student Relationship; Kansas; Missouri; Utah + Suchen Sie Ihr Suchwort? Klassenführung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Unterrichtserfolg; Student behaviour; Schülerverhalten; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Positive Verstärkung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers' use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers' consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers' perceptions. Limitations and areas for future research are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01