東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Students' views of classroom managem...

Gerbo, Joan Carolyn.

FindBook

Google Book

Amazon

博客來

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' views of classroom management strategies in assertive discipline and constructivist classroom settings./
作者:	Gerbo, Joan Carolyn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2004,
面頁冊數:	244 p.
附註:	Source: Dissertations Abstracts International, Volume: 66-11, Section: A.
Contained By:	Dissertations Abstracts International66-11A.
標題:	Curricula. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159466
ISBN:	9780496924110

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.
Gerbo, Joan Carolyn.

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings. - Ann Arbor : ProQuest Dissertations & Theses, 2004 - 244 p.

Source: Dissertations Abstracts International, Volume: 66-11, Section: A.

Thesis (Ed.D.)--University of Northern Iowa, 2004.

This item must not be sold to any third party vendors.

The present case study was designed to investigate third grade students' views of their teachers' behavior management strategies in two contrasting classroom types at the third grade level: an Assertive Discipline classroom that represents the behaviorist paradigm, and a constructivist classroom that emphasizes the social cognitive paradigm. Understanding students' views at this age is important because these views become the lenses through which children interpret subsequent school experiences and may provide insight into how to reduce student misbehavior in schools (Valeski & Stipek, 2001). However, limited research exists to compare third grade students' views in classrooms of teachers with different theoretical perspectives on classroom management (Tulley & Chiu, 1995; Weinstein, 1983). Specifically, this study addressed the following questions: (1) How do third grade students' view their teachers' classroom management strategies within an Assertive Discipline classroom? (2) How do third grade students' view their teachers' classroom management strategies within a constructivist classroom? (3) How do third grade students' views of their teachers' classroom management strategies within an Assertive Discipline classroom compare to third grade students' views within a constructivist classroom? (4) How does a third grade teacher view her classroom management strategies within an Assertive Discipline classroom? (5) How does a third grade teacher view his classroom management strategies within a constructivist classroom? Data was collected using three methods: (a) two instruments to ensure appropriate classroom selection for the study, (b) videotaping to support the classroom instruments, record classroom management methods and approaches, and observe teacher and students' behaviors when rules were disobeyed, and (c) in-depth interviews with each classroom teacher and each third grade student. A total of two teachers and twenty-four students were interviewed. The classroom teachers included in the study were interviewed to examine their theoretical beliefs about behavior management. The students included in the study were interviewed to examine their views of their teachers' behaviors when classroom rules were disobeyed. Analysis of the data from student interviews was conducted to identify themes that describe students' views of teachers' behaviors and behavior management strategies within the classroom and to connect the data to the study's major research questions and statements of purpose.

ISBN: 9780496924110Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

Assertive discipline

Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.
LDR:03914nmm a2200397 4500 001 2396408
005 20240611104244.5
006 m o d
007 cr#unu||||||||
008 251215s2004 ||||||||||||||||| ||eng d
020 $a 9780496924110
035 $a (MiAaPQ)AAI3159466
035 $a AAI3159466
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gerbo, Joan Carolyn. $3 3766103
245 1 0 $a Students' views of classroom management strategies in assertive discipline and constructivist classroom settings.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2004
300 $a 244 p.
500 $a Source: Dissertations Abstracts International, Volume: 66-11, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Zan, Betty.
502 $a Thesis (Ed.D.)--University of Northern Iowa, 2004.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The present case study was designed to investigate third grade students' views of their teachers' behavior management strategies in two contrasting classroom types at the third grade level: an Assertive Discipline classroom that represents the behaviorist paradigm, and a constructivist classroom that emphasizes the social cognitive paradigm. Understanding students' views at this age is important because these views become the lenses through which children interpret subsequent school experiences and may provide insight into how to reduce student misbehavior in schools (Valeski & Stipek, 2001). However, limited research exists to compare third grade students' views in classrooms of teachers with different theoretical perspectives on classroom management (Tulley & Chiu, 1995; Weinstein, 1983). Specifically, this study addressed the following questions: (1) How do third grade students' view their teachers' classroom management strategies within an Assertive Discipline classroom? (2) How do third grade students' view their teachers' classroom management strategies within a constructivist classroom? (3) How do third grade students' views of their teachers' classroom management strategies within an Assertive Discipline classroom compare to third grade students' views within a constructivist classroom? (4) How does a third grade teacher view her classroom management strategies within an Assertive Discipline classroom? (5) How does a third grade teacher view his classroom management strategies within a constructivist classroom? Data was collected using three methods: (a) two instruments to ensure appropriate classroom selection for the study, (b) videotaping to support the classroom instruments, record classroom management methods and approaches, and observe teacher and students' behaviors when rules were disobeyed, and (c) in-depth interviews with each classroom teacher and each third grade student. A total of two teachers and twenty-four students were interviewed. The classroom teachers included in the study were interviewed to examine their theoretical beliefs about behavior management. The students included in the study were interviewed to examine their views of their teachers' behaviors when classroom rules were disobeyed. Analysis of the data from student interviews was conducted to identify themes that describe students' views of teachers' behaviors and behavior management strategies within the classroom and to connect the data to the study's major research questions and statements of purpose.
590 $a School code: 0743.
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
650 4 $a Early childhood education. $3 518817
653 $a Assertive discipline
653 $a Classroom management
653 $a Constructivist
653 $a Discipline
690 $a 0727
690 $a 0518
710 2 $a University of Northern Iowa. $3 1022793
773 0 $t Dissertations Abstracts International $g 66-11A.
790 $a 0743
791 $a Ed.D.
792 $a 2004
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3159466