Identification and Validation of Critical Incidents in Classroom Discipline and Their Solutions as Reported by First-Year Vocational Teachers in the State of Florida.

Autor/in	Riley, Marcia G.
Institution	Florida State Univ., Tallahassee.
Titel	Identification and Validation of Critical Incidents in Classroom Discipline and Their Solutions as Reported by First-Year Vocational Teachers in the State of Florida.
Quelle	(1979), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Beginning Teachers; Classroom Techniques; Critical Incidents Method; Discipline; Inservice Teacher Education; Needs Assessment; Preservice Teacher Education; Secondary Education; Teacher Behavior; Vocational Education Teachers + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Klassenführung; Disziplin; Lehrerfortbildung; Bedarfsermittlung; Lehramtsstudiengang; Lehrerausbildung; Sekundarbereich; Teacher behaviour; Lehrerverhalten; Ausbilder
Abstract	In response to the need for realistic materials for training inservice and/or preservice teachers in classroom discipline, seventy-nine first-year vocational education teachers in public secondary schools in Florida were studied. The purpose of the study was to identify critical and frequent discipline incidents and the appropriate alternatives for handling them; to identify discipline problems which should be included in preservice and/or inservice education; and to compare the solutions used by the teachers with the solutions proposed by experts in the field. Data were collected by means of a critical incident form derived from McFadden's Model, then screened by two panels of experts. The study found that (1) there was a discrepancy between what the first-year teachers did to resolve discipline problems and what experts felt "ought to be done," with the teachers more likely to use short-term solutions; (2) the two panels of experts disagreed on "effective" solutions for a given critical incident; (3) obtaining specific solutions to specific discipline problems was not feasible; (4) first-year teachers have needs for training in handling discipline problems that have not been met by preservice or inservice education; (5) student placement and the laboratory setting were factors in discipline problems; and (6) students' disruptive personal habits were most often perceived as causes of critical discipline incidents. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01