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Teacher Characteristics and Classroo...

Towle, Malcolm Scott,

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Teacher Characteristics and Classroom Discipline Styles: Reducing Student Discipline Referrals /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Characteristics and Classroom Discipline Styles: Reducing Student Discipline Referrals // Malcolm Scott Towle.
作者:	Towle, Malcolm Scott,
面頁冊數:	1 electronic resource (182 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-02, Section: A.
Contained By:	Dissertations Abstracts International83-02A.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28649043
ISBN:	9798535502359

Teacher Characteristics and Classroom Discipline Styles: Reducing Student Discipline Referrals /
Towle, Malcolm Scott,

Teacher Characteristics and Classroom Discipline Styles: Reducing Student Discipline Referrals /Malcolm Scott Towle. - 1 electronic resource (182 pages)

Source: Dissertations Abstracts International, Volume: 83-02, Section: A.

This study examined teacher personal characteristics and how this impacted their discipline style and office discipline referral (ODR) frequency. It was hypothesized that certain classroom discipline styles in combination with a teacher's personal characteristics may influence inequitable discipline referral rates in non-White student populations. Three research questions guided this study: Was there statistically significant differences between teachers' personal characteristics (dichotomized independent variables = gender, ethnicity, age, and teaching experience) in five discipline style subscales (Y variables = supporter, abdicator, compromiser, enforcer, and negotiator)? Did the number of referrals teachers self-report have a statistically significant relationship with their preferred discipline style? Did teachers believe that writing student referrals was worthwhile? Results suggested that younger, less experienced teachers were more likely to ignore student discipline to avoid conflict than older or more experienced teachers; younger teachers were more inclined to maintain instructional pace than confront misbehavior during instruction; non-White female sample preferred a more passive approach to discipline than did all White males, non-White males, and all White females. This attitude aligns with ODR research cited in this study. More experienced than less experienced teachers had a significant preference for negotiation statements. More respondents either strongly agreed or somewhat agreed that writing student referrals was "a waste of time." Lastly, a teacher's referral frequency was not observed to associate with any characteristics or their respective level of agreement with whether writing ODRs was "a waste of time.".

English

ISBN: 9798535502359Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Classroom management

Teacher Characteristics and Classroom Discipline Styles: Reducing Student Discipline Referrals /
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500 $a Advisors: Koonce, Glenn L. Committee members: Hanes, John C., Jr.; Kreassig, Kurt.
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520 $a This study examined teacher personal characteristics and how this impacted their discipline style and office discipline referral (ODR) frequency. It was hypothesized that certain classroom discipline styles in combination with a teacher's personal characteristics may influence inequitable discipline referral rates in non-White student populations. Three research questions guided this study: Was there statistically significant differences between teachers' personal characteristics (dichotomized independent variables = gender, ethnicity, age, and teaching experience) in five discipline style subscales (Y variables = supporter, abdicator, compromiser, enforcer, and negotiator)? Did the number of referrals teachers self-report have a statistically significant relationship with their preferred discipline style? Did teachers believe that writing student referrals was worthwhile? Results suggested that younger, less experienced teachers were more likely to ignore student discipline to avoid conflict than older or more experienced teachers; younger teachers were more inclined to maintain instructional pace than confront misbehavior during instruction; non-White female sample preferred a more passive approach to discipline than did all White males, non-White males, and all White females. This attitude aligns with ODR research cited in this study. More experienced than less experienced teachers had a significant preference for negotiation statements. More respondents either strongly agreed or somewhat agreed that writing student referrals was "a waste of time." Lastly, a teacher's referral frequency was not observed to associate with any characteristics or their respective level of agreement with whether writing ODRs was "a waste of time.".
546 $a English
590 $a School code: 1058
650 4 $a Educational leadership. $3 529436
650 4 $a Educational administration. $3 2122799
650 4 $a Educational sociology. $3 519608
650 4 $a Higher education administration. $3 2122863
650 4 $a Secondary schools. $2 bicssc $3 1556944
650 4 $a School environment. $3 541935
650 4 $a Learning. $3 516521
650 4 $a Bias. $2 gtt $3 1374837
653 $a Classroom management
653 $a Communication
653 $a Education
653 $a Middle school
653 $a Office discipline referral
653 $a Teacher behavior
690 $a 0449
690 $a 0514
690 $a 0340
690 $a 0446
710 2 $a Regent University. $b School of Education. $e degree granting institution. $3 3771861
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773 0 $t Dissertations Abstracts International $g 83-02A.
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791 $a Ed.D.
792 $a 2021
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