Education Commons^™

What's The Problem: Teacher Stress And Student Behavior, Emma Jaime

Education | Master's Theses

With student behavior and teacher stress being directly linked, there is a lack of insight into how teachers are managing that both in and out of the classroom (Clunies‐Ross, Little, & Kienhuis, 2008). This research highlights the impacts teachers have on their students, both positive and negative. It also offers insight into coping strategies teachers can use in order to maintain a positive classroom environment. I interviewed and collected reflective journals from four teachers with varied levels of experience and grade levels in a singular public elementary school. In the data collection process, common themes included personal and professional stressors, …

Effective Classroom Management Practices And The Training Needs For Beginning Educators, Hannah Sinclair

Education | Master's Theses

Driven by the overarching goal of enhancing classroom management practices and addressing the training and support needs of new educators, this qualitative research project aimed to uncover insights necessary for enhancing learning environments and improving teacher and student well-being. Conducted across diverse elementary school settings in California and Washington, the study engaged eleven elementary school teachers from varied backgrounds and experience levels, who were recruited through convenience and snowball sampling methods. Data included a combination of surveys and individual interviews, which were analyzed using an initial coding process to identify themes and a focused coding approach to refine and deepen …

Exploring Mid-Level Teacher Use Of Behavior-Specific Praise And General Praise, Catherine Anderson

Curriculum and Instruction Undergraduate Honors Theses

Behavior-specific praise (BSP) is an evidence-based classroom management practice that can be used to increase desired behavior and decrease undesired behavior. Teachers use general praise (GP) more frequently even though it has proven to be less effective than BSP. This study extends previous research on frequency behavior-specific praise in mid-level classrooms. The expected outcome was that mid-level teacher rates of BSP would be much lower than GP. The proposed research questions include the following: What are middle school teacher’s rates of general praise vs. behavior-specific praise? Do teachers deliver behavior-specific praise more frequently to individual students or groups of students? …

A Phenomenology Of Naturally Embedded Trauma-Informed Practices Within Public Montessori Classroom Environments, Misty Autry Lewis

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of 12 classroom teachers in different public Montessori schools in four different geographical regions of the United States. The interview was designed to allow the teachers to describe their Montessorian approach regarding areas of safety, social interaction, and respectful classroom environments to support students who may be experiencing the consequences of childhood trauma. The theories that guided this study were Albert Bandura’s (1977) social cognitive theory and the humanistic or person-centered theory of Carl Rogers (Rogers & Kramer, 1995). These theories facilitated the development of an understanding of …

A Qualitative Descriptive Study Exploring The Perceptions Of New Teacher Induction Supports, Tonya Dixon

Electronic Theses and Dissertations

The problem of novice teachers leaving the profession in the first few years of their career represented a global issue and an increased attrition rate. The purpose of this qualitative descriptive study was to explore the perceptions of novice U.S. teachers and effective systemic supports provided to new teachers through the lens of social capital. For this study, the intangible components of social capital emerged through the development and fostering of mentoring relationships in an induction program. The methodology used was a qualitative descriptive study using a survey, interviews, and thematic analysis of the survey and interview data collected. The …

Socioeconomically Disadvantaged Adolescents: How To Support Them In Life And Education, Emma Chambers

South Carolina Association for Middle Level Education Journal

Research has shown that a socioeconomic divide is occurring and only getting larger in classrooms, and it is especially affecting the young adolescent age group. While there are many different problems that these students must face in their personal and public lives, the education system should be doing all it can to prevent this divide from growing larger with different strategies and prevention tools. This article will promote the use of several classroom management strategies, suggestions, and private organizations that offer help to make classrooms a more welcome place for all students no matter their home life.

Proactive Classroom Management In Elementary Music, Gregory Jacot

Graduate Research Showcase

The elementary music classroom is a different environment than the normal elementary classroom, and requires careful attention to classroom management. Rather than only focusing on reactive classroom management, teachers should consider using proactive strategies to enhance their teaching and the classroom experience. Building positive relationships with students, both in and out of the classroom, will make them more receptive to corrective actions if necessary, and building strong relationships with parents and guardians can help address individual challenges that may arise. Designing lessons with thought towards student interest, visuals, pacing, teacher proximity and participation, and physiological needs of students will help …

A Qualitative Case Study Of The Influence Of Cognitive Coaching On Elementary International Teachers In A Southeastern School District, Dawn L. Scott

Doctor of Education Dissertations

This dissertation presents a qualitative case study investigating the influence of cognitive coaching on elementary international teachers within a southeastern school district. Guided by four research questions, the study delved into the experiences and perceptions of international teachers participating in cognitive coaching sessions, aiming to elucidate the influence of this professional development approach on instructional practices, classroom management, communication/language barriers, and the delivery of instruction. Through in-depth semi-structured interviews, data were collected and analyzed to address the research questions. Findings revealed that cognitive coaching strategies play a pivotal role in enhancing instructional practices, fostering effective classroom management techniques, overcoming communication/language …

Campus Leaders’ Support Of Culturally Responsive Classroom Management Strategies: Single Exploratory Case Study, Charmon L. Barksdale

Electronic Theses and Dissertations

Abstract This study addressed the growing concern regarding the disproportionate suspension rates experienced by African American students. The problem addressed in this study was the variation in leadership support for teachers implementing culturally responsive classroom management strategies to manage culturally diverse student behaviors. This is important to African American students' educational experiences within the learning environment. This exploratory single case study examined school leaders' and teachers' perspectives on the use of culturally responsive strategies to answer the research questions regarding the definition and descriptions of culturally responsive practices, participants' perspectives on the benefits and challenges of these practices, and the …

Exploration Of Privilege And Preschool Teachers’ Demographics Associated With Teachers’ Self-Efficacy In Culturally Responsive Classroom Management, Katherine Madison

Electronic Theses and Dissertations

Every child in America is entitled to a free public education; however, racial disparities in academics and discipline continue to grow in America’s school system (Glock et al., 2019; Muñiz, 2019). These racial disparities begin in preschool, following the students throughout their school years. African American students, specifically African American males, are three times more likely than their Caucasian peers to be suspended in preschool (CRDC, 2016; Musu-Gillette et al., 2016). Suspension at an early age correlates with students entering juvenile detentions, prisons and incompletion of schooling (Love, 2014; Meek & Gilliam,2016; Muñiz, 2019). Culturally responsive teaching and classroom management …

Caring For Your Students: Simple Strategies For Connection And Well-Being, Hank Bohanon

Education: School of Education Faculty Publications and Other Works

I have a question for you. How do you want to be remembered by your students? What words would they use to describe you?

Kind? Thoughtful? Helpful?

Please take a moment to think of one word you would like your students to use about you.

Whatever keyword you decide, you are going to face challenges to reach that goal.

Revisiting Secondary Education Reform In China: Comparing The Perceptions Of Teachers And Students Between 2012 And 2022, Yixiang Jin, Yee Han Peter Joong, Rose Gibbs

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.

First-Year Teacher Stress And The Impact On Teacher-Student Relationships, Andrea Michelle Forcum

Doctoral Dissertations and Projects

The purpose of this case study is to understand how stress impacts first-year, 7th-12th grade teachers’ relationships with their students at Green County Schools. The theory guiding this study is the cognitive appraisal theory from Lazarus and Folkman, as it describes the impact of a person’s appraisal of stress and how it influences the perspective of individuals. As first-year teachers are framing their experiences for the first time, this approach helps contextualize how they cope and affect their relationships. This framework will serve as a framework for all the research and data collection. The method used for this case study …

Urban Elementary Teachers’ Experiences In Maine Managing The Paradoxical Tension To Both Deliver Grade-Level Instruction And Customize Support: A Qualitative Phenomenological Study, Laura Graves

Doctor of Education Program Dissertations

ABSTRACT

To address historic levels of students’ unfinished learning, teachers must balance two competing objectives: maintaining grade-level instruction so that students do not fall further behind, while simultaneously customizing support so that students can rise to grade-level. This complex instruction is particularly important for teachers serving students from communities under pressure who were disproportionately impacted by the COVID-19 pandemic and historic barriers to education. The problem addressed in this study was the lack of understanding of urban elementary teachers’ experiences as they managed the paradoxical tension to deliver grade-level instruction to the entire class while customizing support according to individual …

For The Love Of Teaching: Pre-Service Teachers’ Experience Of Moral Education, Anne Marie Foley Ruiz

Doctoral Dissertations

Moral aspects of teaching arise each and every day, yet we lack information about how prepared teachers feel about this critical aspect of teaching. This multi-case study explores perceptions of five pre-service teachers in an elementary teacher education program in Western Massachusetts. A series of interviews explore their histories prior to the program and their experiences in the program as related to the pre-service teachers’ orientations to the moral work of teaching. Research questions address the awareness and self-efficacy of student teachers in implementing the moral aspects of teaching. Using Thematic Analysis (Braun & Clark, 2006), this study explores beliefs …

The Role Of Elementary Teacher Experience On Classroom Management Self-Efficacy: A Causal Comparative Study, Emily Marie Dixon

Doctoral Dissertations and Projects

This quantitative causal-comparative study sought to determine if there was a difference in self-efficacy with classroom management between different levels of experience among teachers: pre-service, novice, mid-career, and late-career. Classroom management is an aspect of education that many teachers have famously struggled with, resulting in an increasing number of teachers leaving the field. Strong classroom management self-efficacy among teachers results in higher confidence levels for managing disruptions and unwanted behavior within the classroom. For this study, 166 participants were drawn from a convenience sample of elementary, public, and charter school teachers and pre-service teacher candidates from universities within the state …

Preservice Teachers’ Experiences With Classroom Management In The Virtual Class: A Case Study Approach, Zeina Hojeij, Sandra Baroudi, Lawrence Meda

All Works

The present study explores the experiences of Emirati female preservice teachers who are completing their internship teaching practice virtually due to the COVID-19 pandemic. This qualitative study focuses on virtual classroom management. Participants were preservice teachers (n = 18) completing their undergraduate degrees in Early Childhood Education at a federal university in the United Arab Emirates (UAE). Data collected from interviews resulted in four themes related to classroom management: challenges, opportunities, performance factors, and suggestions for improvement. The findings revealed that the preservice teachers considered virtual learning an opportunity. However, the main challenge was that the preservice teachers had no …

Comparative Effects Of Presession And Interspersed Attention On Disruptive Behavior In An Inclusive Elementary Classroom, Kerry Kisinger, Charles L. Wood

The Journal of Special Education Apprenticeship

This study evaluated the comparative effects of presession and interspersed attention on the disruptive behavior of an at-risk student in an inclusive fourth-grade classroom. Data indicated a decrease in disruptive behavior during both presession and interspersed attention conditions with the interspersed condition producing the lower level. Social validity measures also indicated the student was satisfied with the intervention and felt that it had a positive impact on his behavior. Additionally, social validity measures completed by the teacher indicated that while both interventions were reasonable to implement, appropriate for addressing the student’s disruptive behaviors, did not detract from the learning environment, …

Classroom Management In Our Brave New World, Raquel Spaulding

Capstone Projects and Master's Theses

The focus of my Capstone Project is Classroom Management in the K-8 classroom. It is an important issue because classroom management is a fundamental part of providing a safe and enriched learning experience for students. An argument can be made that without consistent and effective classroom management strategies, a student’s learning experience can be challenging. The primary stakeholders for this project are the leadership team, teachers, and students of the school. Three teachers and one student were interviewed, and three emerging themes were established. After careful consideration, the plan of action combined all of the themes that may inspire educators …

The Relationship Between Secondary Teachers’ Self-Efficacy Subscales Of Student Engagement, Instructional Practices, And Classroom Management, And Attitudes About The Inclusive Setting, Stephanie Marie Wood

Doctoral Dissertations and Projects

The purpose of this quantitative correlation study is to determine if there is a relationship between in-service secondary teachers’ self-efficacy regarding student engagement, instructional practices, and classroom management and their attitudes toward the inclusive setting. Secondary teachers’ self-efficacy is imperative to student engagement, instructional practices, and classroom management in an inclusive setting. The study surveys 67 in-service middle and high school level general education teachers from a single, rural school district in eastern Pennsylvania. Data were collected using two surveys which are the long form of Teachers’ Sense of Efficacy Scale and The Scale of Teacher’s Attitudes towards Inclusive Classroom. …

Conscious Discipline For Parent, Amber Brown

Master's Theses & Capstone Projects

Conscious Discipline is a universal comprehensive program combining social-emotional wellbeing into our everyday lives by enhancing the social-emotional skills of administrators, teachers, students and families. Collaboration is the key for Conscious Discipline to be effective. In order to change others, we must first change ourselves. This program uses evidence-based research to help overall improvement for all people involved. It has been known to be a traumainformed approach to learning about ourselves in others to the best of our ability.

A Survey Of K-12 Music Teachers’ Classroom Management Experiences In Music Teacher Preparation Programs, Jennifer Potter Gee

Visions of Research in Music Education

The purpose of this follow-up study was to explore classroom management sources and content in music teacher preparation programs. K-12 music educators, who self-identified as members of various professional music education organizations, were the participants in this study. Similar to the initial iteration of the survey with elementary general music educators, recurrent sources of classroom management reported by participants included mentoring from a licensed teacher and supervised fieldwork. Teaching procedures and pacing instructions were common examples of classroom management content included in a music teacher education program, which differed slightly from those identified by elementary general music teachers. Mentoring from …

Connectedness In The Classroom: Classroom Management In The Middle School, Patricia S. Fears

South Carolina Association for Middle Level Education Journal

As documented by research and assertions from middle school instructors, teaching adolescent students can be a challenging experience for many. Specific challenges include mediocre student engagement, lack of motivation, substandard academic performance, and disengaged teacher- pupil relationships. This article addresses these challenges by offering research-based options for teachers to consider when designing a classroom management system that will improve the aforementioned challenges. The techniques and strategies presented focus on developing relationships and building upon them to make teaching and learning experiences positive, engaging, relevant, and impactful.

Assessing The Reliability Of The Five-In-20 Classroom Observation Tool, Danielle Buechlein

Masters Theses

Effective classroom management practices are crucial to fostering a positive learning environment, student achievement, and student social-emotional development, as well as teacher job satisfaction. The Five-in-20 Classroom Observation Tool (FCOT) was developed from the 21 evidence-based strategies identified by Simonsen and colleagues (2008) to assess and support teachers’ classroom management; however, its psychometric properties are unknown. The present study looks at the interobserver agreement of the FCOT, specifically at how consistent observers’ ratings are with each other and how consistent observers’ ratings are with a standard coded copy of the FCOT. Forty-four participants, using the FCOT, rated the same 20-minute …

Tools, Tips, And Tricks For Beginning Teachers, Kimberly Lilley, Regina Lineback, Brad Rhew, Elia Spencer

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Tools, Tips, and Tricks for Beginning Teachers is a professional learning module (PLM) that supports the growth and development of beginning teachers. The topics reviewed in this PLM include classroom management, collaboration, instructional strategies, and student engagement. The strategies included in this PLM are research-based and support the Beginning Teacher Standards, Professional Teaching Standards, and Beginning Teacher Standards for Science Education. As you proceed through the PLM, you will have opportunities to consider your current or planned practices in each of the focus areas and select new tools, tips, or tricks that can be applied to your classroom practices.

View …

Is Teaching Experience A Predictor For School Psychologists' Confidence And Competence In Behavior Intervention Plans?, Misty Dawn Lainé Coplan

Theses and Dissertations

The Individuals with Disabilities Education Improvement Act (IDEIA) introduced Behavior Intervention Plans (BIPs) into United States law in 1990, and the reauthorization of IDEIA occurred in 2004. Even though BIPs have been codified into law, school personnel struggle to meet BIP mandates due to poor implementation fidelity. Barriers for BIP implementation are varied, but there is little research regarding whether practitioner competence and confidence through teaching experience is a factor. School psychologists (N = 122) from eight states completed a self-evaluation survey using the tailored design method. Results from the survey compared responses from school psychologists with and without teaching …

Effective Consequences, Jenelle Poer

School of Education and Leadership Student Capstone Projects

The aim of this project is to explore the question: What are the most vital elements of effective consequences? What allows consequences to change student behavior? How can you reduce or eliminate the negative side effects of consequences? My research on the topic, reading studies and scholarly reports, shows that there are multiple strategies, but a few common elements can be distilled from the various techniques. The most vital of these elements are: clarity, teamwork, warmness, and reflection. The resulting project consists of a 4-part professional development workshop for teachers. Each workshop session focuses on one vital element of effective …

Standing Their Ground: How A Field Supervisor Helped Student Teachers Implement Classroom Management Strategies That Work, Anita B. Sunseri, Mary Anne Sunseri

Journal of Practitioner Research

Many new teachers struggle with implementing effective classroom management strategies to deal with student behavior. This study examined the role a university field supervisor played in supporting three student teachers in the area of classroom management. The author used cognitive coaching techniques to help her student teachers devise classroom management strategies to address students behavioral issues. These coaching strategies included eliciting student teachers’ input about students’ specific behavior problems and their strategies for dealing with their students’ behavior. As a result, student teachers developed classroom management strategies to help students with behavior problems follow the classroom rules and engage with …

A Comparative Study Of Elementary Teacher Efficacy In Christian Private Schools And Public Schools, Jasmine Floyd

Doctoral Dissertations and Projects

The purpose of this quantitative causal-comparative study was to compare elementary teacher efficacy in Christian private schools and public schools to determine if there was a difference in overall efficacy, instructional strategies, classroom management, and student engagement. Teacher efficacy shapes instructional performance and student academic achievement, so a deeper study of public and Christian school teacher efficacy was significant to recognize factors present in each type of school that could impact instruction and achievement. This study consisted of a convenience sample of 229 teachers of kindergarten through fifth grade at Christian private and public schools in the southeastern United States. …

Teachers’ Years Of Experience, Race/Ethnicity, And Gender As Predictors Of Their Culturally Responsive Classroom Management Self-Efficacy Beliefs: A Correlational Study, Faye Marshall-Sterling

Doctoral Dissertations and Projects

The purpose of this quantitative, predictive correlational study is to determine how accurately teachers' culturally responsive classroom management self-efficacy beliefs can be predicted from a linear combination of teachers’ years of experience, race/ethnicity, and gender. The problem related to the proposed quantitative study is that discipline disparities exist in the school milieu, whereby the root cause could be teacher-related variables such as years of experience, race/ethnicity, and gender. The current study used a convenience sample of 103 teachers from social media teacher groups. Critical race theory and Bandura’s (1977) self-efficacy theory provide a theoretical lens from which teachers’ efficacy in …