Classroom management training and the managerial perceptions and preferences of elementary school teacher education students

Date

1984

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Abstract

This study examined effects of a three-semester-credit-hour elective classroom management course on elementary school teacher education students : (1) perceptions of the potential effectiveness of alternative teacher responses to specified classroom management situations; (2) preference of specified teacher response for use in each situation; and (3) stated reasons for their preferences. An ex post facto, posttest only, matched pairs control group design was utilized. For each of ten classroom management problem situations, the trained and untrained subjects indicated: (1) whether they considered each of nine specified teacher responses to be potentially effective or ineffective in achieving given managerial goals; (2) the specified response which-they preferred; and (3) why they selected that response. Their potential effectiveness perceptions were compared to those of a panel of classroom management experts. A Congruency with Experts' Potential Effectiveness Perceptions (CE-PEP) Score was calculated for each subject by totalling the number of times he or she agreed with the experts' perception. Post hoc binomial tests were used to assess and compare the trained and untrained subjects' level of agreement with the experts' perceptions of individual responses, and a t-test was used to compare their CE-PEP scores. Qualitative analyses and comparisons were made of the subjects' justifications of their response preferences. [...]

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Keywords

Classroom management, Elementary school teachers--Training of

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