A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies

Autor/in	Shook, Alison C.
Titel	A Study of Preservice Educators' Dispositions to Change Behavior Management Strategies
Quelle	In: Preventing School Failure, 56 (2012) 2, S.129-136 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2011.606440
Schlagwörter	Classroom Techniques; Preservice Teachers; Urban Schools; Behavior Problems; Student Behavior; Prevention; Teacher Persistence; Economically Disadvantaged; Behavior Modification; Teacher Characteristics; Positive Reinforcement; Inclusion; General Education; Elementary School Teachers; Interviews; Responses; At Risk Students; Limited English Speaking; Academic Achievement + Suchen Sie Ihr Suchwort? Klassenführung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Student behaviour; Schülerverhalten; Prävention; Vorbeugung; Behaviour modification; Verhaltensänderung; Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Schulleistung
Abstract	Student behavior problems contribute to poor academic achievement and poor teacher retention. This study investigated preservice teachers' dispositions to implement positive and proactive strategies for managing behavior in the general education elementary urban classroom. The author interviewed 19 preservice teachers in a large urban school system in the Southeast. Qualitative methods were used to analyze data from interviews and preservice teacher supervisors' observation reports. Findings indicate that participants planned and used rules and routines for general classroom management but relied on reactive strategies for problem behavior. They did not demonstrate a disposition to alter classroom management strategies to prevent behavior problems. Reliance on reactive or negative strategies for behavior management can increase problem behavior and decrease academic achievement. Positive and proactive strategies are suggested. (Contains 1 figure and 3 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10