Education Commons^™

Management Training: An Assessment Of Undergraduate Education Programs In Preparing Teachers For Classroom Management, Matthew Jenkins

Mahurin Honors College Capstone Experience/Thesis Projects

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The current study was designed to determine the most effective and/or preferable methods in which middle level pre-service teachers learn classroom management skills. Literature review points to no method being anymore effective and/or preferable. This is due to the many different methods of teaching classroom management skills. In this study 42 middle level pre-service teachers were surveyed. These pre-service teachers …

Follow-Up, A Key Component Of Successful Professional Development, Peter J. Smith, Diana Casey

Educational Leadership Faculty Publications

Inexperienced teachers' perceived classroom effectiveness of their planning and preparation, classroom environment, instruction, and professional responsibilities domains were analyzed to determine the effects of active follow-up compared to information-based follow-up of classroom management training (N = 50). Inexperienced teachers enrolled in I Can Do It Classroom Management Training were randomly assigned to active follow-up to the training (n = 24) or information-based follow-up to the training (n = 26). As reflected by the pretest and posttest evaluation form measuring their perceived effectiveness in the domains of planning and preparation, classroom environment, instruction, and professional responsibilities, teachers participating in active follow-up …

Through The Eyes Of Student Teachers: Successes And Challenges In Field Teaching Experiences, Tyler Ferber, Leah Nillas

Scholarly Publications

“The most important aspect in the learning to teach process is the field experience, i.e., the opportunity to stand face to face with the challenges and demands of the teaching profession” (Caires & Almeida, 2007). This study presents the successes and challenges encountered by preservice teachers while conducting a semester long student teaching experience. This is a qualitative study with data collected using anonymous questionnaires and case-study interviews involving elementary and secondary preservice teachers. Challenges regarding classroom management, cooperating teacher interactions, and university demands emerged from the questionnaire and interview data. The interview data revealed a more in-depth perspective of …