Education Commons^™

Classroom Management Styles: The Differences Among Traditionally-Licensed Teachers Who Were Formally Paraprofessionals And Alternatively-Licensed Teachers, Caterria Beasley Payton

Dissertations

The purpose of this study was to determine ifthere was a difference in the attitudes and beliefs of traditionally certified teachers who were previously assistant teachers and alternatively certified teachers regarding classroom management. The instrument used in the study was the Attitudes and Beliefs on Classroom Control Inventory -Revised and Revisited (ABCC-R) (Martin, Yin, & Mayall, 2008). The sample included 171 participants. Seventy seven of those participants were traditionally certified teachers who were previously assistant teachers, and 94 alternatively certified teachers from four school districts across the state.

The study focused on two dimensions of classroom management: Instructional Management, tasks …

Challenges Native Chinese Teachers Face In Teaching Chinese As A Foreign Language To Non-Native Chinese Students In U.S. Classrooms, Hui Xu

Department of Teaching, Learning, and Teacher Education: Dissertations, Theses, and Student Research

This qualitative case study targeted the perceptions of Chinese teachers (n= 7) who had teaching experiences in China or Taiwan and the challenges they faced in transitioning to teach non-native Chinese students in U.S. classrooms, specifically about their teaching beliefs, styles, pedagogy, classroom management strategies which may be different from that of American education system. Results showed that Chinese teacher participants encountered numerous challenges including language barriers and culture shock, different perceptions and expectations of the roles of the teacher and students, communication with parents, different teaching pedagogies and styles, classroom management, and inclusion of students with special needs. The …